As a white woman originally from the US midwest teaching students from a multiplicity of backgrounds, the intersections of creative writing and diversity remain crucial for my professional development as a teacher, and for my students lives. My students claim queer, disabled, and immigrant identities. They have grown up in Native American communities, in border towns, in Scottsdale, in South Phoenix, out of state, or overseas. Increasingly, the diversity of my students has become the norm rather than the exception [ . . .
After finishing my first novel, I came to a bit of a standstill, unsure of where to go next or who to speak to. While reading articles online about publishing, editing, and outlining was informative, I felt distanced from the advice because I was unable to ask questions of their authors, hear authentic writing journeys, or share my own experiences and ideas. [ . . .