東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Reconstructing school: Educational ...

Gargano, Elizabeth Ray.

FindBook

Google Book

Amazon

博客來

Reconstructing school: Educational discourse and Victorian fiction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Reconstructing school: Educational discourse and Victorian fiction./
作者:	Gargano, Elizabeth Ray.
面頁冊數:	245 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2252.
Contained By:	Dissertation Abstracts International63-06A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3057495
ISBN:	9780493728032

Reconstructing school: Educational discourse and Victorian fiction.
Gargano, Elizabeth Ray.

Reconstructing school: Educational discourse and Victorian fiction. - 245 p.

Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2252.

Thesis (Ph.D.)--University of Virginia, 2002.

My dissertation investigates interactions between domestic and institutional spaces in the fictive schoolroom sites that animate so many Victorian novels during the hotly contested education debates. The fictive schoolroom serves as a transitional site mediating the domestic spaces of childhood and the institutional spaces that signify integration into the adult world of work and the society at large. As education is increasingly regulated throughout the century, the novelists I examine implicitly envision an idealized domestic schoolroom as a location from which to critique the excesses of institutionality. While I focus on the fiction of Charlotte Bronte, Charles Dickens, George Eliot, and Elizabeth Gaskell, as well as the thriving tradition of schoolboy novels, I situate these fictions within contemporary educational discourse, comprising popular journalism, school logs, and the works of educational theorists and reformers.

ISBN: 9780493728032Subjects--Topical Terms:

599244
Education, History of.

Reconstructing school: Educational discourse and Victorian fiction.
LDR:03329nam 2200301 4500 001 1399051
005 20110922101002.5
008 130515s2002 ||||||||||||||||| ||eng d
020 $a 9780493728032
035 $a (UMI)AAI3057495
035 $a AAI3057495
040 $a UMI $c UMI
100 1 $a Gargano, Elizabeth Ray. $3 1677987
245 1 0 $a Reconstructing school: Educational discourse and Victorian fiction.
300 $a 245 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2252.
500 $a Adviser: Karen Chase.
502 $a Thesis (Ph.D.)--University of Virginia, 2002.
520 $a My dissertation investigates interactions between domestic and institutional spaces in the fictive schoolroom sites that animate so many Victorian novels during the hotly contested education debates. The fictive schoolroom serves as a transitional site mediating the domestic spaces of childhood and the institutional spaces that signify integration into the adult world of work and the society at large. As education is increasingly regulated throughout the century, the novelists I examine implicitly envision an idealized domestic schoolroom as a location from which to critique the excesses of institutionality. While I focus on the fiction of Charlotte Bronte, Charles Dickens, George Eliot, and Elizabeth Gaskell, as well as the thriving tradition of schoolboy novels, I situate these fictions within contemporary educational discourse, comprising popular journalism, school logs, and the works of educational theorists and reformers.
520 $a Following a site-based approach, I examine seminal locations within and adjacent to the schoolroom. Chapter One, "The Road to School," discusses the transitional nature of emerging school space, focusing on parish schools depicted by Bronte and Gaskell, as well as the purification of "hybrid" schools in the work of Dickens and Eliot. Chapters Two and Three examine the contrasting polarities of the regulated, standardized classroom, as epitomized by the national schools, and the shifting and flexible spaces of domestic education, imaged in the teacher's "private room." Chapters Four and Five, exploring the school garden and the school sickroom respectively, locate in these adjacent sites correctives for the excesses of the intellectual classroom regimen. An emblem of child-nature, the school garden is constructed in nineteenth-century schools and novels as a gendered space that cultivates the sensibilities of boys and girls in oppositional ways. The school sickroom represents a last chance to balance institutional and domestic impulses, retuning both body and mind after the rigors of school life.
520 $a Finally, the enlightening conversation among various formally diverse texts on the subject of education offers insights into seminal concepts and operative metaphors powerful enough to bridge generic divides. Exploring diverse genres, my project strives to sound the resonance of these operative conceptions and metaphors within nineteenth-century educational discourse.
590 $a School code: 0246.
650 4 $a Education, History of. $3 599244
650 4 $a Literature, English. $3 1017709
690 $a 0520
690 $a 0593
710 2 $a University of Virginia. $3 645578
773 0 $t Dissertation Abstracts International $g 63-06A.
790 1 0 $a Chase, Karen, $e advisor
790 $a 0246
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3057495