The Clothes on Our Backs: Diversifying the Curriculum

“The chapter adopts an autoethnographic approach with both authors giving an insight into their autobiographical experiences in relation to the work. Autoethnography is an appropriate approach for this here as it is researched, personal, and connected to a social group under study (Moriarty 2019). In terms of social enterprise, autoethnography seeks to democratize academic discourse and make it more inclusive (Canagarajah 2002), which aligns with the principles of this collaboration and project. Personal and creative writing plays an important role in self- and social-understanding and determination. We can use stories to make sense of ourselves and our experiences and to help us seek meanings that can facilitate personal and professional change. Such narratives are existential, in that they reflect our desire to grasp or seize the possibilities of meaning and to imbue life with imagination and creativity: to imagine and re-imagine the world and what it is and can be like.”

Collaboration in Higher Education using artefacts in the Museums to stimulate creative writing for M.A. Students

Keywords: autoethnography ; collaborative ; community ; Community Cohesion ; Community Partners ; creative writing ; curriculum ; decolonial ; Decolonising The Syllabus ; Diversifying the Curriculum ; Diversity Lewes ; higher education ; Khangas ; M.A ; museum ; pedagogy ; Socially engaged Creative practices contemporary case studies ; student experience ; University of Brighton ; Writing in The Community