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Involuntary AssociationsPostcolonial Studies and World Englishes$
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David Huddart

Print publication date: 2014

Print ISBN-13: 9781781380253

Published to Liverpool Scholarship Online: January 2015

DOI: 10.5949/liverpool/9781781380253.001.0001

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date: 13 December 2017

Writing after the End of Empire: Composition, Community, and Creativity

Writing after the End of Empire: Composition, Community, and Creativity

Chapter:
(p.94) Chapter 5 Writing after the End of Empire: Composition, Community, and Creativity
Source:
Involuntary Associations
Author(s):

David Huddart

Publisher:
Liverpool University Press
DOI:10.5949/liverpool/9781781380253.003.0006

This chapter studies the relationship between pedagogy, criticism, and creativity, in the postcolonial classroom. The specific example of Hong Kong is the focus, an example that emphasizes the limits of certain paradigms, as de-essentializing the native speaker for the Hong Kong classroom, while something that students can understand, is something that is resisted to the extent that the acceptance Hong Kong English is itself resisted. Global English implies restriction, the exonormative, the instrumental, and emotional distance. World Englishes studies encourages the liberation of difference, against this globalizing linguistic force. However, this chapter argues that this desire, while appropriate for a context such as Singapore, is not necessarily appropriate for apparently comparable contexts.

Keywords:   Composition studies, Creativity, Native speaker, Pedagogy, Hong Kong

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