Creative writing and autoethnography: a layered approach to exploring positionality

Holdstock, Samuel. 2024. Creative writing and autoethnography: a layered approach to exploring positionality. Pedagogy, Culture & Society, ISSN 1468-1366 [Article] (In Press)

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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:


Identification Number (DOI):


Interactive fiction; creative writing; autoethnography; playthrough; rhizomatic analysis

Departments, Centres and Research Units:

Educational Studies
Educational Studies > Centre for Language, Culture and Learning


17 March 2024Accepted
27 March 2024Published Online

Item ID:


Date Deposited:

14 May 2024 15:10

Last Modified:

14 May 2024 15:17

Peer Reviewed:

Yes, this version has been peer-reviewed.


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