This study compares print media representations of refugees and asylum seekers with representations in short stories and poems written by refugees and asylum seekers themselves, within the frames of creative writing workshops. The primary research question guiding the study reads: How do (self-)representations in texts written by refugees and asylum seekers, within the frames of creative writing workshops, differ from representations of refugees and asylum seekers in print media.As a theoretical foundation for the study serves the social constructionist assumption that language, rather than reflect, constructs reality, and that the way the world is understood affects policies, practices and actions – in this case concerning refugees, asylum seekers, refugee relief, refugee/asylum seeker reception systems, integration etc. Starting out from the notion that print media representations of refugees and asylum seekers follow certain recurring patterns – not only resulting in rather simplistic portrayals, but, also, almost systematically leaving out refugee and asylum seeker voices, views and opinions – the study, following Dorothy Smiths suggestion that individuals somehow excluded from a particular discourse may offer perspectives undermining it, turns to the refugees and asylum seekers’ own texts as a possible source of alternative representations. Using Ernesto Laclau and Chantal Mouffe’s discourse theory, complemented by semiotic analysis, (self-)representations in three anthologies with refugee and asylum seeker texts are compared to the results of a meta analysis of earlier research of representations of refugees and asylum seekers in print media.The findings of the study suggests that there are similarities, but also significant differences in how refugees and asylum seekers are represented in their own texts when compared to print media. Consequently, it is argued that there is a potential worth fostering in the creative writing workshops for refugees and asylum seekers, as well as similar initiatives. They may be seen as a step towards increasing refugees and asylum seekers’ opportunities to voice their opinion in matters that concern them; as answering to the post colonial call for bringing in new voices to the (social) development debate; and as contributing to the realisation of an agonistic democracy/pluralism.

The purpose of this case study was to compare the pedagogical and affective efficiency and efficacy of creative prose fiction writing workshops taught via asynchronous computer-mediated online distance education with creative prose fiction writing workshops taught face-to-face in order to better understand their operational pedagogy and correlative affective features to determine if workshops are transferable to a computer-mediated delivery system in order to aid administrative decision-makers regarding the possible pedagogical usefulness of expanding their existing writing program to offer an optional-residency creative writing program in concert with their current high residency program. Qualitative data were collected through non-participatory virtual observation of two computer-mediated workshops and in person at a face-to-face mediated workshop. Both workshops used the traditional social constructivist workshop approach which is widely considered to be the gold standard method by the majority of creative writing programs based on its long-standing success as a pedagogical method. In addition to observing the respective workshops, one-on-one interviews were conducted with three creative writing program administrators and three creative writing instructors, one of whom was also a former program administrator. Creative writing students participating in the three observed workshops were also interviewed one-on-one. Findings revealed that from a pedagogical perspective both the computer-mediated and the face-to-face mediated workshops are pedagogically efficient and effective using a social constructivist model when workshop teachers demonstrate a strong teaching presence focused on honing novice writers’ ability and desire to write. Additionally, the researcher concluded a robust teaching presence is imperative in order to establish and maintain a strong social presence between students and between students and the instructor, as both components are critical for learner autonomy in a social constructivist teaching and learning community. However, teaching presence alone cannot guarantee a strong affective social presence as differences between students’ and/or between students’ and an instructor’s social, cultural, educational, and historical ontogenies can lead to unresolved conflicts that increase psychological distance in the teaching and learning community. Additionally, while pedagogically equivalent, computer-mediated workshops have important time management and potentially affective advantages compared to the face-to-face mediated workshop that help ensure establishment and maintenance of social presence.