scholarly journals Artful life stories: Enriching creative writing practice through oral history

TEXT ◽  
2013 ◽  
Author(s):  
Ariella van Luyn
Keyword(s):  
Creative Writing ◽  
Oral History ◽  
Life Stories ◽  
Writing Practice

Australian Lesbian and Gay Life Stories: A National Oral History Project

2016 ◽  
Vol 31 (89) ◽  
pp. 363-376 ◽  
Author(s):  
Robert Reynolds ◽  
Shirleene Robinson
Keyword(s):  
Oral History ◽  
Life Stories ◽  
Lesbian And Gay

scholarly journals 'Sado' - A novel and Expressions of creativity and rhetorical allience: Ni-Vanuatu women's voices

2021 ◽  
Author(s):  
Mikaela Nyman
Keyword(s):  
Women Writers ◽  
Creative Writing ◽  
Oral History ◽  
Public Space ◽  
Meaning Making ◽  
Local Context ◽  
Research Approach ◽  
Women's Voices ◽  
Main Research ◽  
Three Generations

This PhD thesis in creative writing explores women’s marginalised or under-represented public voices in Vanuatu, focusing on literary writing. The thesis is in two parts and uses the dual lenses of fiction and critical thinking to explore the factors that define women’s realities and circumscribe the avenues for their voices to be heard and for their creative work to be published. The creative component is the main research element and consists of a novel, Sado,set in Vanuatu. The critical component addresses the invisibility of Ni-Vanuatu women writers and the ways in which they have attempted to overcome and challenge existing social and traditional power structures that silence women. The critical enquiry includes oral history interviews with three generations of Ni-Vanuatu women writers. This thesis is practice-led and uses an applied research approach, rather than a theoretical approach. The novel dramatises and articulates the moral and ethical dilemmas,regarding women’s place in society and the challenges posed by customary traditions rooted in a specific place for an increasingly mobile and urban population. The ethos guiding this project is to hold the space for Ni-Vanuatu women writers to tell their own stories.The thesis sits within the inter-disciplinary frameworks of Pacific Studies and Cultural Studies. It draws on Pacific literature and uses feminist theory and methodology,in combination with articulation and oral history methods,to examine the enabling and constraining factors, the actions, motivation and themes of three generations of Ni-Vanuatu writers, established and emerging, and the alliances they are attempting to forge. The thesis finds, firstly, that gendered norms, certain policies and aspects of customary traditions that use the male position as a default have contributed to limiting the public space for Ni-Vanuatu women’s voices to be heard and given due recognition. It furthermore finds that colonial language policies, particularly in education, have contributed to a reluctance to consider Bislama an appropriate literary vehicle. Finally,literary efforts in Vanuatu continue to be hampered by the absence of a community of writers, supportive institutions, publishing outlets, editorial support and a lack of finance for self-publishing work in printed form. An exploration of the significance of the poetry and non-fiction of two published Ni-Vanuatu writers, Grace Mera Molisa and Mildred Sope, anchors this research project historically. A creative writing workshop and oral history conversations constitute an extension of my research methodology into decolonising methods of research embedded in indigenous knowledge and local context. They likewise provide a generative and more collaborative form of meaning-making. In the spirit of Lisa King’s ideas on rhetorical sovereignty and rhetorical alliance, I explore various opportunities to generate more published writing from Vanuatu in collaboration with Ni-Vanuatu writers.

Why literature students should practise life writing

2016 ◽  
Vol 17 (2) ◽  
pp. 204-221 ◽  
Author(s):  
Kylie Cardell ◽  
Kate Douglas
Keyword(s):  
Creative Writing ◽  
Lived Experience ◽  
Ethical Issues ◽  
Life Writing ◽  
Literary Texts ◽  
Literary Studies ◽  
Creative Space ◽  
Writing Practice

This article considers our experiences teaching a hybrid literature/creative writing subject called “Life Writing.” We consider the value of literature students engaging in creative writing practice—in this instance, the nonfiction subgenre of life writing—as part of their critical literary studies. We argue that in practicing life writing, our literature students are exposed to and gain wider perspective on the practical, critical, creative, and ethical issues that arise from working with literary texts. Such an approach is not with risk. As we discuss in this article, life writing texts can often narrate difficult or traumatic material. However, we want to show how life writing, with its particular focus on actual lives and lived experience, creates a particularly conducive ethical, intellectual, and creative space for learning about and practicing writing.

“Crossing It”

2018 ◽  
Vol 7 (4) ◽  
pp. 7-17 ◽  
Author(s):  
Francesca Rendle-Short
Keyword(s):  
Creative Writing ◽  
Poetic Prose ◽  
Writing Practice

Creative writing practice can be a performative act, a process through which a range of subjectivities can be construed and disseminated. This essay responds to Rebecca Solnit's provocation on stories and Sara Ahmed et al.'s assertions on home/belonging. What sort of “inventive, chance-taking” text might appear, that acts up, or “performs”? I investigate questions of definition, prepositional thinking, affect, and the grammar of dying and death as essay, poetic prose, and the “unconvention” of toggle and weave in a kind of “collective transit.”

What oral historians and historians of science can learn from each other

2019 ◽  
Vol 52 (4) ◽  
pp. 673-688 ◽  
Author(s):  
PAUL MERCHANT
Keyword(s):  
Oral History ◽  
Critical Analysis ◽  
Life Stories ◽  
Life Story ◽  
The Other ◽  
British Library ◽  
National Life ◽  
Life Story Interviews ◽  
The One ◽  
The Way

AbstractThis paper is concerned with the use of interviews with scientists by members of two disciplinary communities: oral historians and historians of science. It examines the disparity between the way in which historians of science approach autobiographies and biographies of scientists on the one hand, and the way in which they approach interviews with scientists on the other. It also examines the tension in the work of oral historians between a long-standing ambition to record forms of past experience and more recent concerns with narrative and personal ‘composure’. Drawing on extended life story interviews with scientists, recorded by National Life Stories at the British Library between 2011 and 2016, it points to two ways in which the communities might learn from each other. First, engagement with certain theoretical innovations in the discipline of oral history from the 1980s might encourage historians of science to extend their already well-developed critical analysis of written autobiography and biography to interviews with scientists. Second, the keen interest of historians of science in using interviews to reconstruct details of past events and experience might encourage oral historians to continue to value this use of oral history even after their theoretical turn.

scholarly journals Reading and Our Life Stories

2018 ◽  
Vol 2 (1) ◽  
pp. 591-597
Author(s):  
Jiří Trávníček
Keyword(s):  
Czech Republic ◽  
Oral History ◽  
Life Stories ◽  
The Czech Republic ◽  
The Third ◽  
Specific Sensitivity ◽  
Point Of Departure

Abstract This article addresses the topic of reading in the course of life. Its point of departure is the oral-history research carried out between 2009 and 2015 among 138 narrators (informants, respondents, interviewees) across the Czech Republic. The author presents its background, parameters as well as one of its general achievements-four moments of initiations on an axis of our reading life. The first of these takes the form of sociability (being accepted); the second-autonomy (mastering the skill); the third- maturity (being independent), the fourth-reflection (mirroring). What follows from this is the finding that reading undergoes continual development, whether a long continuity or a meandering chain of partial discontinuities. Thus, our oral history-based research shows that being open to the lifetime span provides us with a specific sensitivity towards reading, stressing mainly the fact of its being rooted in particular time-conditioned, life-motivated and purposive situations.

scholarly journals Queerness, form and time: A dialogue through case studies from creative writing practice

TEXT ◽  
2021 ◽  
Author(s):  
Ronnie Scott ◽  
Sholto Buck ◽  
J Butler ◽  
Jhoanna Lynn Cruz ◽  
George Haddad ◽  
...  
Keyword(s):  
Creative Writing ◽  
Case Studies ◽  
Writing Practice

scholarly journals Possibilidades Outras de Empinar Orquídeas: Iniciativas Disparadas Mobilizando a História Oral no PIBID-Matemática

2020 ◽  
Vol 12 (3) ◽  
pp. 345-351
Author(s):  
Linlya Sachs ◽  
Mirian Maria Andrade
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Oral History ◽  
Mathematics Teacher ◽  
Life Stories ◽  
Reading And Writing ◽  
Initial Teacher Training ◽  
University Of Technology ◽  
Methodological Approaches ◽  
Writing Exercises

Este texto trata sobre atividades de orientação no Programa Institucional de Bolsas de Iniciação à Docência (Pibid), no curso de Licenciatura em Matemática, do câmpus de Cornélio Procópio da Universidade Tecnológica Federal do Paraná (UTFPR). Durante os anos letivos de 2016 e 2017, com a orientação de duas duplas de alunos, iniciamos nossos estudos e aproximações metodológicas com a História Oral neste espaço de formação inicial de professores. A proposta tinha como principal objetivo olhar para o professor supervisor dos alunos na escola básica e buscar compreensões sobre como esse professor de matemática se torna o professor de matemática que é. Para isso, foram disparadas algumas leituras e exercícios de escritas com os alunos bolsistas. Os alunos produziram escritas autobiográficas relatando sobre suas histórias de vida, lançando uma reflexão sobre o caminho que levou cada um deles para o curso de Licenciatura em Matemática e o que era para ser apenas um exercício sobre escritas de histórias de vida, tomou outras proporções. Os bolsistas elaboraram, também, roteiros de entrevistas, realizaram entrevistas com os professores supervisores, transcreveram os áudios e textualizaram as transcrições. Todo este processo foi delineado pelos parâmetros da História Oral, conforme nos foi possível compreender e exercitar. Desse modo, pretendemos apresentar como essas escritas autobiográficas podem preparar e, neste caso, permearam as entrevistas com os professores supervisores realizadas posteriormente, possibilitando uma reflexão sobre a mobilização da História Oral no âmbito do Pibid.   Palavras-chave: Formação de Professores· Escritas Autobiográficas· Licenciatura em Matemática· História Oral.   Abstract This paper is related to advising activities in Programa Institucional de Bolsas de Iniciação à Docência (Pibid), in the Undergraduate Course of Mathematics of Federal University of Technology – Paraná, Campus of Cornélio Procópio (UTFPR). During the academic years of 2016 and 2017, we began our studies and methodological approaches with Oral History in initial teacher training with four students. The main purpose was to look at the supervising teacher of students in elementary school and to seek insights on how this mathematics teacher becomes a mathematics teacher he is. In order to do it, some reading and writing exercises were done with the students. They produced autobiographical writings, reporting on their life stories, thinking on the path that led each of them to the Undergraduate Course of Mathematics, and what was meant to be just an exercise in writing life stories, took on other proportions. Students also developed interview scripts, conducted interviews with supervising teachers, transcribed the audios, and textualized the transcripts. All this process was outlined by the parameters of Oral History. In this way, we intend to present how these autobiographical writings can prepare and, in this case, permeated the interviews with the supervisors teachers later realized, allowing a reflection on the mobilization of the Oral History in the scope of the Pibid.   Keywords: Teacher Training· Autobiographical Writings· Undergraduate Course of Mathematics· Oral History.

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