Every teacher has their own approach. Teaching and theorizing Argentine literary writing

This article explores non-literary texts by Argentine writers that reflect on their practice and compositional process, published after the introduction of creative writing into the country's public higher education system with the creation of the Bachelor of Arts in Writing (Universidad Nacion...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autor principal: Hadges, Deborah
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé" 2025
Materias:
Creative writing
Higher education
Literacy practice
escritura creativa
enseñanza en nivel superior
práctica literaria
Acceso en línea:https://revistas.unne.edu.ar/index.php/clt/article/view/8993
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
id I48-R154-article-8993
record_format ojs
spelling I48-R154-article-89932025-12-24T00:28:43Z Every teacher has their own approach. Teaching and theorizing Argentine literary writing Cada maestrx con su librito. Enseñanza y teorización de la escritura literaria argentina Hadges, Deborah Creative writing Higher education Literacy practice escritura creativa enseñanza en nivel superior práctica literaria This article explores non-literary texts by Argentine writers that reflect on their practice and compositional process, published after the introduction of creative writing into the country's public higher education system with the creation of the Bachelor of Arts in Writing (Universidad Nacional de las Artes, 2016) and the Master's Degree in Creative Writing (Universidad Nacional de Tres de Febrero, 2013). Although these works may be read as advice or personal insights, the pedagogical roles of the selected authors point to a capacity for theorization that bridges literary practice and teaching. Across the diaries of Ricardo Piglia (2016), the essays of Liliana Heker (2019) and Betina González (2020), the classes of Hebe Uhart (2015), and the theses of Guillermo Martínez (2024), we observe a shift from individual and personal reflections (diaries or personal notes) to more systematic forms of content presentation (classes, theses) that contribute to the institutionalization of knowledge. Este artículo explora textos no literarios de escritorxs argentinxs que contienen reflexiones sobre su práctica y proceso compositivo, publicados con posterioridad al ingreso de la escritura creativa en la educación superior pública del país a partir de la creación de la Licenciatura en Artes de la Escritura (Universidad Nacional de las Artes, 2016) y la Maestría en Escritura Creativa (Universidad Nacional de Tres de Febrero, 2013). Si bien pueden ser leídos como consejos o secretos personales, la condición docente de lxs autorxs seleccionadxs permite suponer una capacidad de teorización ligada tanto a la práctica literaria como a la enseñanza. Entre los diarios de Ricardo Piglia (2016), los ensayos de Liliana Heker (2019) y Betina González (2021), las clases de Hebe Uhart (2015) y las tesis de Guillermo Martínez (2024) se observa un desplazamiento desde las reflexiones individuales y particulares (diarios o apuntes propios) hacia formas más sistemáticas de presentación de contenidos (clases, tesis) que contribuyen a la institucionalización de saberes. Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé" 2025-12-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml application/zip https://revistas.unne.edu.ar/index.php/clt/article/view/8993 10.30972/clt.288993 Cuadernos de Literatura; No. 28 (2025): Diciembre; 1-8 Cuadernos de Literatura; Núm. 28 (2025): Diciembre; 1-8 Cuadernos de Literatura; n. 28 (2025): Diciembre; 1-8 2684-0499 0326-5102 spa https://revistas.unne.edu.ar/index.php/clt/article/view/8993/8714 https://revistas.unne.edu.ar/index.php/clt/article/view/8993/8715 https://revistas.unne.edu.ar/index.php/clt/article/view/8993/8716
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic Creative writing
Higher education
Literacy practice
escritura creativa
enseñanza en nivel superior
práctica literaria
spellingShingle Creative writing
Higher education
Literacy practice
escritura creativa
enseñanza en nivel superior
práctica literaria
Hadges, Deborah
Every teacher has their own approach. Teaching and theorizing Argentine literary writing
topic_facet Creative writing
Higher education
Literacy practice
escritura creativa
enseñanza en nivel superior
práctica literaria
author Hadges, Deborah
author_facet Hadges, Deborah
author_sort Hadges, Deborah
title Every teacher has their own approach. Teaching and theorizing Argentine literary writing
title_short Every teacher has their own approach. Teaching and theorizing Argentine literary writing
title_full Every teacher has their own approach. Teaching and theorizing Argentine literary writing
title_fullStr Every teacher has their own approach. Teaching and theorizing Argentine literary writing
title_full_unstemmed Every teacher has their own approach. Teaching and theorizing Argentine literary writing
title_sort every teacher has their own approach. teaching and theorizing argentine literary writing
description This article explores non-literary texts by Argentine writers that reflect on their practice and compositional process, published after the introduction of creative writing into the country's public higher education system with the creation of the Bachelor of Arts in Writing (Universidad Nacional de las Artes, 2016) and the Master's Degree in Creative Writing (Universidad Nacional de Tres de Febrero, 2013). Although these works may be read as advice or personal insights, the pedagogical roles of the selected authors point to a capacity for theorization that bridges literary practice and teaching. Across the diaries of Ricardo Piglia (2016), the essays of Liliana Heker (2019) and Betina González (2020), the classes of Hebe Uhart (2015), and the theses of Guillermo Martínez (2024), we observe a shift from individual and personal reflections (diaries or personal notes) to more systematic forms of content presentation (classes, theses) that contribute to the institutionalization of knowledge.
publisher Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé"
publishDate 2025
url https://revistas.unne.edu.ar/index.php/clt/article/view/8993
work_keys_str_mv AT hadgesdeborah everyteacherhastheirownapproachteachingandtheorizingargentineliterarywriting
AT hadgesdeborah cadamaestrxconsulibritoensenanzayteorizaciondelaescrituraliterariaargentina
first_indexed 2026-01-17T05:00:52Z
last_indexed 2026-01-17T05:00:52Z
_version_ 1854538831659794432

Ejemplares similares