Key concept
The main theme or keyword of a particular post, maybe with reference to a teaching or national curriculum topic.
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Reimagining the Future of Publishing: Five Observations on YA, Pedagogy, and Digital Literature
In this blog, I explore how contemporary YA literature acts as both a cultural mirror and a critical tool—reflecting the world young people live in while helping them make sense of it. Drawing on Suico et al.’s content analysis and Warner’s ideas about literature as ritual, I look at how YA fiction engages with themes like trauma, justice, and identity. I also consider the growing academic interest in YA and what this means for classrooms today. Ultimately, the blog reflects on how YA can offer not just stories, but space—for reflection, resistance, and hope.
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The perils and pleasures of creative writing competitions and prizes: 5 key points
Prizes often symbolize external recognition, but what if I reimagined them as personal milestones—self-awarded markers of creativity, persistence, and growth? In this blog, I explore how literary prizes shape careers and confidence while offering five strategies to navigate competitions and create personal benchmarks. I introduce ‘internal prizes’—small yet meaningful ways to celebrate achievements, from finishing a tough draft to inspiring students. Drawing on insights from Kei Miller, Kristin Neff, and literary organizations, I invite you to rethink success and resilience. Prizes have power, but they don’t define your worth. Honour your journey—on your terms.
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Creative writers and marketing: some thoughts and observations
Marketing isn’t just about selling books—it’s about finding the right readers, refining your creative process, and sharing your work with confidence. In this blog, we explore marketing in the publishing industry through the lens of the writer as a healer, teacher, researcher, and reflective practitioner.
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Using publishing tools to create thriving creative writing communities and cultures
Publishing isn’t just about books—it’s about shaping identity, community, and activism. This blog explores how the MA Creative Writing and Education at Goldsmiths uses publishing as a pedagogical tool, from internal dialogues between the Writer, Publisher, and Healer within us, to global projects like GlobalGRACE and Creative Voices, which use storytelling, theatre, and art to amplify marginalised voices. Discover how publishing extends beyond the page to empower writers, challenge dominant narratives, and foster creative communities. Read more about how publishing can be a process of transformation, resistance, and education.
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How can writers benefit from learning about the Publishing Industry? Three key points and two questions
This blog post explores how creative writing teachers can learn about the publishing industry, and invites them to think about how it can used to develop their craft, their pedagogy, and generally help them learn and grow.
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Learning to write, publish and teach, all in one go!
This blog explores how learning to write, publish and teach can help creative writers in multiple ways; they can hone the craft of their writing and pedagogy by using publishing as a pedagogical tool. A truly innovative approach…
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Towards a methodology for creative writing educators to use publishing to develop their writing and teaching
An article which discusses how creative writing educators might develop their own methodologies so that they can become fruitful creative writers who use publishing to develop the literary and pedagogical practices that work for them.
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Four lessons I learnt from the late Canon Christopher Smith
A short article on the lessons I learnt from my late godfather, Christopher Smith.
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The History of Publishing in 7 Objects
This article explores the Publishing Industry in 7 objects. It starts with the dawn of humanity to the present day.
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Five key lessons about S.E. Hinton’s ‘The Outsiders’ and publishing
This article explores how and why outsiders, in the form of writers, readers and texts, came to shape the publishing industry, particularly Young Adult novels.
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Towards boundary crossing: primary and secondary school teachers teaching creative writing and its redrafting
This academic article, written by Professor Tom Dobson and I, explores the research we did looking at primary and secondary school teachers attitudes towards creative writing and redrafting. This is a rare piece of research which compares primary and secondary school teachers’ approaches to teaching creative writing. It shows that primary school teachers can be formulaic in the way they teach creative writing, using product approaches. However, in secondary schools the picture is different: teachers, particularly those, who are writers themselves, give students more agency in redrafting and shaping their writing. This indicates how professional development should involve primary and secondary school teachers in dialogue with one another to cross boundaries of practice.
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The British Library, research and creative writing
Creative writing can be used to help people engage with the British Library and its collection. MA students led members of the public through the Library, inviting creative responses to its archive and exhibitions.
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Four reasons there is a Connected Curriculum at Goldsmiths
Why bring all the students at a university together to learn critical thinking and research skills?
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Of Note- Four Ways Taking Notes have Enriched My Life
Notes have helped me remember; they’re my safe space; they’re therapeutic; and they’ve liberated my imagination
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Creative Power: Investigating Creative Writing & Its Value
An instructive and inspiring collection written by Masters’ students at Goldsmiths’ university, and pupils from South London schools. Essential reading for anyone interested in finding ways of thriving in a fractured world.
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Diversity and Inspiration: a fantastic anthology for creative writers & teachers
This book contains many tips for helping teachers of creative writing, written by my students on the MA Creative Writing and Education at Goldsmiths.
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A Century of Teaching Creative Writing in Schools: the Newbolt Report and teaching creative writing
Newbolt strongly advocates imaginative ways of teaching writing, championing self-expression above rote-learning.
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The Haunted House: Teaching Creative Writing Through Collaborative Learning to 9-13 year olds
Many teachers of creative writing find teaching 9-13-year-olds tricky. What exactly should you teach? And how? I might have discovered an answer…
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Becoming the falconer: productive feedback for the redrafting of creative writing
Aspects of the neoliberal education system can preclude the development of young writers. Feedback can be unempathetic, but it can also be productive, creating an internal dialogue that develops the writer over time.
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Teaching Mindfulness in an Unmindful System
A case study of a mindfulness teacher, Beth, and her experiences of teaching mindfulness to 11- to 16-year-olds in several English schools