Theoretical hypotheses on academic creative writing programmes

Abstract

Noting the adequacy between the precepts of the creative economy and the emergence of new labels and new academic teaching programmes, this paper intends to envisage creative writing programmes as mediating devices, which are not external to the economy, but integrated into it. The aim is first to situate them in what Boltanski and Esquerre (2017) call an economy of "enrichment", before studying their critical scope: as a space for elucidating the rules of the literary game, for the collective adjustment of various actors (writers, academics, publishers, etc.), and even for producing solidarity between authors who were previously more isolated. From the start of the new school year to a (possible) class consciousness, therefore.