Creative writing and autoethnography: a layered approach to exploring positionality
Holdstock, Samuel. 2025. Creative writing and autoethnography: a layered approach to exploring positionality. Pedagogy, Culture & Society, 33(4), pp. 1163-1178. ISSN 1468-1366 [Article]
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Abstract or Description
In this paper I describe how I used the creative writing of Interactive Fiction (IF) and autoethnographic playthroughs to gain a richer understanding of my professional identity as a secondary school English teacher and my positionality as a qualitative researcher working in the context of CentreTown academy. Using this novel combination of research methods, I offer insight into the discomfort and unease that I experience as an English teacher working in a large, inner-city secondary academy in England, as well as the factors that motivate me as a teacher-writer. These personal insights are remarkable, for in an education sector preoccupied with improving measurable outcomes, nuanced accounts of the discomfort that results-driven, performative approaches to education can produce become noteworthy counter-narratives.
Item Type: |
Article |
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Keywords: |
Interactive fiction; creative writing; autoethnography; playthrough; rhizomatic analysis |
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Departments, Centres and Research Units: |
Educational Studies |
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Dates: |
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Item ID: |
36340 |
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Date Deposited: |
14 May 2024 15:10 |
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Last Modified: |
19 Aug 2025 15:39 |
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Peer Reviewed: |
Yes, this version has been peer-reviewed. |
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