[From the introduction]
My aim is to stitch together a three-part patchwork, to piece together some thoughts on: (i) Creative Writing as an academic discipline; (ii) the textual dynamics and contradictory cultural logic of the map; and (iii) knowledge, particularly the talk of ‘knowledge-based’ education that has driven recent reform in secondary education. Under the influence of Michel de Certeau and in light of an examination of the work of the map and of mapping, i will argue that Creative Writing, while it exemplifies a very real mode of knowing, is not and cannot be recognized as a site or space of knowledge by England’s current secondary-educational politics
