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The absent presence of whiteness in ...

Bailey, Lucy E.

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The absent presence of whiteness in 19th century didactic texts: Julia McNair Wright's 'hidden curriculum'.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The absent presence of whiteness in 19th century didactic texts: Julia McNair Wright's 'hidden curriculum'./
作者:	Bailey, Lucy E.
面頁冊數:	258 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2479.
Contained By:	Dissertation Abstracts International63-07A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3059197
ISBN:	0493746986

The absent presence of whiteness in 19th century didactic texts: Julia McNair Wright's 'hidden curriculum'.
Bailey, Lucy E.

The absent presence of whiteness in 19th century didactic texts: Julia McNair Wright's 'hidden curriculum'. - 258 p.

Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2479.

Thesis (Ph.D.)--The Ohio State University, 2002.

This dissertation examines how race, particularly whiteness, is imagined and articulated in select writings of Julia McNair Wright (1840--1902), a prolific, didactic writer and educator in the 19th century. Drawing from productive methodological crises that characterize inquiry in postfoundational moments, this study works within and against the contemporary terrain of Critical White Studies scholarship, using Critical Discourse Analysis to explore how the function of whiteness fluctuates in three genres of Julia's writings: (1) didactic texts directed at middle-class female readers; (2) a set of science and nature schoolbooks for children used in the public schools; and (3) Anti-Catholic treatises published during the late 1860s and early 1870s at the height of Irish immigration to the United States. Examining a select portion of this popular didactic work as exemplar may be indicative of the discursive manifestations of whiteness circulating at this time, and its production by a white female author in a professional identity category newly available to women may serve to further particularize and historicize notions of whiteness and thicken our understanding of the gendered investments in racial categories.

ISBN: 0493746986Subjects--Topical Terms:

599244
Education, History of.

The absent presence of whiteness in 19th century didactic texts: Julia McNair Wright's 'hidden curriculum'.
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245 1 4 $a The absent presence of whiteness in 19th century didactic texts: Julia McNair Wright's 'hidden curriculum'.
300 $a 258 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2479.
500 $a Adviser: Patricia A. Lather.
502 $a Thesis (Ph.D.)--The Ohio State University, 2002.
520 $a This dissertation examines how race, particularly whiteness, is imagined and articulated in select writings of Julia McNair Wright (1840--1902), a prolific, didactic writer and educator in the 19th century. Drawing from productive methodological crises that characterize inquiry in postfoundational moments, this study works within and against the contemporary terrain of Critical White Studies scholarship, using Critical Discourse Analysis to explore how the function of whiteness fluctuates in three genres of Julia's writings: (1) didactic texts directed at middle-class female readers; (2) a set of science and nature schoolbooks for children used in the public schools; and (3) Anti-Catholic treatises published during the late 1860s and early 1870s at the height of Irish immigration to the United States. Examining a select portion of this popular didactic work as exemplar may be indicative of the discursive manifestations of whiteness circulating at this time, and its production by a white female author in a professional identity category newly available to women may serve to further particularize and historicize notions of whiteness and thicken our understanding of the gendered investments in racial categories.
520 $a Significantly, Julia's work was published during the years school leaders began conceptualizing education as a way to establish Protestant-Anglo culture as dominant to the cultures of immigrant masses "infiltrating" American shores. This study suggests that the practice of constructing racialized beings in 19th century educational materials contributes to the reproduction of whiteness in an era of xenophobic anxiety and the socialization of white children into their roles as privileged, future citizens of the state. Additionally, this project emphasizes Julia's didactic writing as "informal" education, one of the primary ways cultural messages were communicated to female readers outside institutional walls. This position proceeds from the implicit assumption is that women's educational history cannot be adequately explored without attending to an array of "informal" educational processes as women (particularly poor women and women of color) were consistently excluded from formal systems of education until late in the 19th century.
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