Dialogic pedagogy in creative practice: a conversation in examples

Carol ARCHER*, Christopher KELEN

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

6 Citations (Scopus)


This paper surveys examples of dialogic pedagogy in creative practices in the areas of Visual Studies and Creative Writing at universities in Hong Kong and Macao. The authors describe their own participant-observer experience of evolving pedagogy for creative practice through on-site and remote interaction, with colleagues and with and between students. The creative writing practices discussed refer to extra-institutional translation and publishing activities of a Macao non-governmental organisation – the Association of Stories in Macao. Samples of published output are positioned within its history of poetry translation/publication activities. The practice of workshop translation is situated as an apprenticeship for bilingual poets, to explain how dialogic activities (face-to-face and virtual) catalyse the co-evolution of collaborative learning and publishing strategies. The visual arts practices refer to a series of collaborative drawing projects that use conventional mail for the transmission of works-in-progress between collaborators. We describe the history and rules of one of these collaborations, provide examples of its output and consider feedback from participants. We draw on the literatures of play, dialogue, pedagogy, community and gift economies (Huizinga, Freire, Bakhtin, Mauss) to theorise a common framework for understanding the role of purposive dialogue in collaborative and cross-cultural arts apprenticeships.
Original languageEnglish
Pages (from-to)175-202
JournalCurriculum Studies
Issue number2
Publication statusPublished - 3 Apr 2015


  • Pedagogy
  • dialogue
  • poetry
  • visual arts
  • collaboration


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