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Imperial pedagogy: Education and nat...

Mangino, Robin A.

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Imperial pedagogy: Education and nationalism in early twentieth-century U.S. literature.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Imperial pedagogy: Education and nationalism in early twentieth-century U.S. literature./
Author:	Mangino, Robin A.
Description:	168 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2052.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Literature, Modern. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3403441
ISBN:	9781109769708

Imperial pedagogy: Education and nationalism in early twentieth-century U.S. literature.
Mangino, Robin A.

Imperial pedagogy: Education and nationalism in early twentieth-century U.S. literature. - 168 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2052.

Thesis (Ph.D.)--Tufts University, 2010.

This dissertation examines literary critiques of colonizing educational programs that aimed to contain the intellectual, political, and economic aspirations of racial and ethnic minorities, binding color to class location through what I am calling imperial pedagogy. I argue that Zitkala-Sa, Pauline Hopkins, and Anzia Yezierska claim the machinery of early twentieth-century U.S. schooling worked to consolidate the nation's internal empire through pedagogical technologies. Offering counterhegemonic representational strategies and Freirean pedagogical paradigms, their narratives foreground the tension between education's disciplinary power and its liberatory potential.

ISBN: 9781109769708Subjects--Topical Terms:

624011
Literature, Modern.

Imperial pedagogy: Education and nationalism in early twentieth-century U.S. literature.
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020 $a 9781109769708
035 $a (UMI)AAI3403441
035 $a AAI3403441
040 $a UMI $c UMI
100 1 $a Mangino, Robin A. $3 1671973
245 1 0 $a Imperial pedagogy: Education and nationalism in early twentieth-century U.S. literature.
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2052.
500 $a Adviser: Elizabeth Ammons.
502 $a Thesis (Ph.D.)--Tufts University, 2010.
520 $a This dissertation examines literary critiques of colonizing educational programs that aimed to contain the intellectual, political, and economic aspirations of racial and ethnic minorities, binding color to class location through what I am calling imperial pedagogy. I argue that Zitkala-Sa, Pauline Hopkins, and Anzia Yezierska claim the machinery of early twentieth-century U.S. schooling worked to consolidate the nation's internal empire through pedagogical technologies. Offering counterhegemonic representational strategies and Freirean pedagogical paradigms, their narratives foreground the tension between education's disciplinary power and its liberatory potential.
520 $a Tracing the circulation of colonial education from Hawai'i to post-Civil War America via Hampton Institute founder General Samuel Armstrong, Chapter One, "Imperial Pedagogy in the U.S.: History, Ideology, and Literary Resistance," emphasizes the ideological and methodological connections between Armstrong and other educators for empire: his protegee, the "wizard" of Tuskegee, Booker T. Washington, Colonel Richard Henry Pratt, architect of the Indian boarding school system, and Progressive Era educational reformers, from philanthropists and educators to pluralist settlement house workers and eugenicist social scientists---the aptly named "agents of clean society" in Yezierska's fiction.
520 $a In Chapter Two, "Indigenous Pedagogy, Imperial Education, and Zitkala-Sa's 'Practical Demonstration of Domestic Science,'" I analyze Zitkala-Sa's presentation of Dakota pedagogical traditions in American Indian Stories, which underscores how Indigenous education and the cultural ideals that inform it dramatically oppose the competitive individualism, corporate ideologies, and patriarchal authoritarianism promoted in Indian boarding schools. Chapter Three, "Pauline Hopkins's Educational Argument in Contending Forces," examines the disempowering impact of the Hampton-Tuskegee industrial curriculum on African Americans and demonstrates that Hopkins's novel reveals and resists the disciplinary domesticity these institutions manufactured. Chapter Four, "Education, Efficiency, and Eugenics in Anzia Yezierska's Fiction," reads Yezierska's articulation of the symbiotic intimacy between racialized science and capitalism in "Soap and Water" and All I Could Never Be and claims these texts show how the ideological production of "scientific" knowledge and its codification of difference reinforce a differentiating curriculum designed to adapt immigrants to factory labor and values. Weaving a narrative history of imperial educational practice in the U.S., these authors' literary interventions inscribe a legacy of decolonizing pedagogy in American literature.
590 $a School code: 0234.
650 4 $a Literature, Modern. $3 624011
650 4 $a American Studies. $3 1017604
650 4 $a Education, History of. $3 599244
650 4 $a Literature, American. $3 1017657
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690 $a 0323
690 $a 0520
690 $a 0591
710 2 $a Tufts University. $b English. $3 1022054
773 0 $t Dissertation Abstracts International $g 71-06A.
790 1 0 $a Ammons, Elizabeth, $e advisor
790 1 0 $a Sharpe, Christina $e committee member
790 1 0 $a Weiler, Kathleen $e committee member
790 1 0 $a Srikanth, Rajini $e committee member
790 $a 0234
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3403441