How does the concept of repair fit into creative writing pedagogy, and can a reparative practice of reading help rebuild the artistic communities that have suffered under the global pandemic? In this paper, I relate Eve Sedgwick’s concept of reparative reading to my ethnographic material from Danish creative writing schools in order to show the pedagogical and creative potential of reparative reading. Building on this analysis, I make the claim that a “weak theory” is in fact necessary for building strong communities in creative writing.
