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Current Issue 

No. 84: NAWE Writing in Education Summer 2021

Editorial by Lisa Koning 

I came across the Yinka Shonibare CBE display entitled The British Library at the Tate Modern on a recent visit to London - my first for over a year due to lockdown. This is the description that goes with the display:

Printed in gold on the spines of 2,700 of the books are the names of first or second-generation immigrants to Britain. Whether celebrated or lesser known, they have all made significant contributions to British culture and history. There are also books with the names of those who have opposed immigration. Other books are unmarked, suggesting that the story of immigration in Britain is still being written.

The Tate Modern is one of my favourite locations to wander around but the fact we are still dealing with a pandemic was not lost. No longer could you just saunter in. Now I needed to go online and book a ticket. And I missed the usual buzz of the crowds. It was significantly less busy as I followed the designated path around.

Entering this room was quite a shock to the senses. The colours and rows upon rows of books is mesmerising. I spent ages reading the names of the spines, some I recognised, others I didn’t. I was struck by the Britain it represented - the many names on the shelves have all shaped the nation in different ways, and demonstrates the amazing contribution migrants often make to their new home. Such a reminder that it is diversity, equality and acceptance that makes a community thrive.

As I prepare this Summer edition of Writing in Education, we are also thinking ahead to our conference for next year. While March 2022 might seem some time away, we start preparing now to ensure we’re on track. On pages 14 and 15, you’ll see the poster for the conference and our call for papers.

In this issue I am delighted we have two articles that are further instalments to previous articles we have published. Daniel Anthony’s article on Negotiating Creativity continues his discussion on creative writing and it’s relationship with the market. Following on from Trevor Day and Ursula Canton’s article on Reconciling Identities in our previous edition, Trevor has contributed a paper on Going Online. And as we look forward to heading back into classrooms and the possibility of face-to-face teaching once again, Elen Caldecott’s article on the impact of being physically present is very relevant. While Gráinne Daly, Francis Gilbert and Peggy Riley consider the benefits of venting for creative writing teachers and students. Thank you to all our contributors. Once again we have a diverse range of thought providing articles.

Finally, on page 11 we have outlined changes to the publications schedule for Writing in Education. We hope these changes will help our members’ magazine to best support the various events and activities of NAWE.

Lisa


The latest version of Writing in Education is available online. Click on the link to the right (you must be logged in as a member) to read online. 

The printed version of the magazine will be mailed to Professional Members and Institutions during September 2021. Any other members - including e-members - may purchase printed copies by following the link below.

Associate/Student Members and those benefiting from Institutional Membership can opt to have the printed magazine sent automatically by upgrading. If you would like to do this, please contact Sophie Flood.

For a full list of contents, click on the image or the link below. NAWE members logged into the site can read the full articles. You can also browse the complete back catalogue of previous issues.

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The NAWE Magazine is available to read in full colour online. Follow the link above. 

PDF versions of the magazine are available to NAWE Members, with the exception of e-members signed up to receive the e-bulletin only. Please login for the download links to appear below.

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