Recent government intervention in research in both literacy and higher degree policy across the globe has sharpened universities’ focus on the quality of their students’ productivity, research experience and timely completion rates (Kamler, 2001; Manathunga, 2005). Researchers have sought to highlight the factors that predict students’ timely completion of their studies and students’ participation in the workforce is one such measure of outcome which leaves the discipline of Creative Writing outside the main discourse. This paper addresses the disciplinary and methodological specificity of the PhD in practice-led research and advocates an interactive narrative pedagogy inspired by the psychoanalytic teachings of Lacan (2007[1968-69]) and the ‘radical pedagogy’ developed by Mark Bracher (1999; 2006). It sets into motion an innovative engagement between the fields of Psychoanalysis, Writing and Pedagogy in order to consider the problem transference poses for psychoanalysis and creative writing in an increasingly market driven academia.
|Keywords:||Creative Writing, Psychoanalysis, Pedagogy, Diversity, Discourse|
Senior Lecturer, Writing, Faculty of Higher Education, Swinburne University of Technology, Melbourne, Vic, Australia
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