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Contested narratives of nation build...

Fuisz, Lisbeth Strimple.

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Contested narratives of nation building: Schools and the construction of a unified citizenry in twentieth century United States culture.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Contested narratives of nation building: Schools and the construction of a unified citizenry in twentieth century United States culture./
Author:	Fuisz, Lisbeth Strimple.
Description:	327 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1728.
Contained By:	Dissertation Abstracts International67-05A.
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3217547
ISBN:	9780542697975

Contested narratives of nation building: Schools and the construction of a unified citizenry in twentieth century United States culture.
Fuisz, Lisbeth Strimple.

Contested narratives of nation building: Schools and the construction of a unified citizenry in twentieth century United States culture. - 327 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1728.

Thesis (Ph.D.)--The George Washington University, 2006.

This dissertation historicizes a dominant construct about U.S. schooling from the late twentieth century that I call the Integration/Unification narrative. This narrative posits a unifying purpose and tradition to American education by obscuring its contestatory history and minimizing the differences among students. It establishes a canonical purpose for schooling: imparting a common body of knowledge to create productive, loyal citizens. Historicizing this narrative, however, suggests the regulatory intent of canonically driven education. With national homogeneity as its goal, canonically informed education demarcates normative boundaries of race, gender, sexuality, class, and body, narrowly prescribing the parameters for citizenship. Chapter One reads Great Books (1996), David Denby's memoir about his experience taking core curriculum classes at Columbia University, as representative of the Integration/Unification narrative and as an endorsement of canonically informed education. To disrupt the tradition he establishes to justify his beliefs about schooling's role in creating a unified citizenry, I historicize his account and construct an alternative narrative about education, one that emphasizes struggle, exclusion, and regulation as U.S. schooling's characteristic modalities. In constructing an alternative narrative, I focus on early twentieth-century representations of education because Denby portrays that period as one of accord about the purposes of education. Chapters Two-Four perform readings, therefore, of early twentieth-century texts (1902-1927) that support, problematize, or contest the role of canonically informed education in creating a unified national body. The novels and short stories that I examine by Willa Cather, George Madden Martin, Myra Kelly, and Anzia Yezierska negotiate the tendency to position education as a solution to problems besetting the United States caused by war, immigration, urbanization, and industrialization. Through these readings, this dissertation disrupts the boundaries canonical education inscribes in its drive towards a homogenized national culture and community. It highlights anti-canonical moments in these texts as a means to recover marginalized or excluded knowledges and identities. It takes as its model a vision of citizenship derived from reading Cather. Cather's fiction imagines a reader attuned to the ambiguities and contradictions of national membership, one who can read against the normative claims of nationhood.

ISBN: 9780542697975Subjects--Topical Terms:

1019158
Education, General.

Contested narratives of nation building: Schools and the construction of a unified citizenry in twentieth century United States culture.
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245 1 0 $a Contested narratives of nation building: Schools and the construction of a unified citizenry in twentieth century United States culture.
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502 $a Thesis (Ph.D.)--The George Washington University, 2006.
520 $a This dissertation historicizes a dominant construct about U.S. schooling from the late twentieth century that I call the Integration/Unification narrative. This narrative posits a unifying purpose and tradition to American education by obscuring its contestatory history and minimizing the differences among students. It establishes a canonical purpose for schooling: imparting a common body of knowledge to create productive, loyal citizens. Historicizing this narrative, however, suggests the regulatory intent of canonically driven education. With national homogeneity as its goal, canonically informed education demarcates normative boundaries of race, gender, sexuality, class, and body, narrowly prescribing the parameters for citizenship. Chapter One reads Great Books (1996), David Denby's memoir about his experience taking core curriculum classes at Columbia University, as representative of the Integration/Unification narrative and as an endorsement of canonically informed education. To disrupt the tradition he establishes to justify his beliefs about schooling's role in creating a unified citizenry, I historicize his account and construct an alternative narrative about education, one that emphasizes struggle, exclusion, and regulation as U.S. schooling's characteristic modalities. In constructing an alternative narrative, I focus on early twentieth-century representations of education because Denby portrays that period as one of accord about the purposes of education. Chapters Two-Four perform readings, therefore, of early twentieth-century texts (1902-1927) that support, problematize, or contest the role of canonically informed education in creating a unified national body. The novels and short stories that I examine by Willa Cather, George Madden Martin, Myra Kelly, and Anzia Yezierska negotiate the tendency to position education as a solution to problems besetting the United States caused by war, immigration, urbanization, and industrialization. Through these readings, this dissertation disrupts the boundaries canonical education inscribes in its drive towards a homogenized national culture and community. It highlights anti-canonical moments in these texts as a means to recover marginalized or excluded knowledges and identities. It takes as its model a vision of citizenship derived from reading Cather. Cather's fiction imagines a reader attuned to the ambiguities and contradictions of national membership, one who can read against the normative claims of nationhood.
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