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Revolutionary reading: Alternative l...

Lorentzen, Eric G.

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Revolutionary reading: Alternative literacies for marginalized learners in the nineteenth-century British novel.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Revolutionary reading: Alternative literacies for marginalized learners in the nineteenth-century British novel./
Author:	Lorentzen, Eric G.
Description:	376 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4476.
Contained By:	Dissertation Abstracts International64-12A.
Subject:	Literature, English. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3114862
ISBN:	0496623516

Revolutionary reading: Alternative literacies for marginalized learners in the nineteenth-century British novel.
Lorentzen, Eric G.

Revolutionary reading: Alternative literacies for marginalized learners in the nineteenth-century British novel. - 376 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4476.

Thesis (Ph.D.)--The Pennsylvania State University, 2003.

Scholars who investigate the connection between the mass literacy debates and the novel during the long nineteenth century most often concentrate on English trepidation over the destabilizing effects that literacy and education for the masses invariably would produce. In these critical accounts, the seemingly ubiquitous cautionary tales about literacy for the working classes and women, and the proliferation of pedagogical dangers that occupy so much discursive space in the nineteenth-century novel, are the result of novelists who represented and reinscribed the dominant fears about textuality within their own texts. However, nineteenth-century English novelists, exposed to the debates about mass literacy and conventional pedagogical theory, which often took the forms of blatant social discipline and containment of the masses, were far more concerned about the dangerous stabilizing tendencies of reading. Novelists often had greater fears about how reading would be used as a tool of social oppression---how traditionally conservative pedagogical strategies would be employed to enforce a strict class system, and construct compartmentalizing and normalizing gender roles, and how certain reading materials would be co-opted to promote the further marginalization of those already at risk.

ISBN: 0496623516Subjects--Topical Terms:

1017709
Literature, English.

Revolutionary reading: Alternative literacies for marginalized learners in the nineteenth-century British novel.
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245 1 0 $a Revolutionary reading: Alternative literacies for marginalized learners in the nineteenth-century British novel.
300 $a 376 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4476.
500 $a Adviser: Robert E. Lougy.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2003.
520 $a Scholars who investigate the connection between the mass literacy debates and the novel during the long nineteenth century most often concentrate on English trepidation over the destabilizing effects that literacy and education for the masses invariably would produce. In these critical accounts, the seemingly ubiquitous cautionary tales about literacy for the working classes and women, and the proliferation of pedagogical dangers that occupy so much discursive space in the nineteenth-century novel, are the result of novelists who represented and reinscribed the dominant fears about textuality within their own texts. However, nineteenth-century English novelists, exposed to the debates about mass literacy and conventional pedagogical theory, which often took the forms of blatant social discipline and containment of the masses, were far more concerned about the dangerous stabilizing tendencies of reading. Novelists often had greater fears about how reading would be used as a tool of social oppression---how traditionally conservative pedagogical strategies would be employed to enforce a strict class system, and construct compartmentalizing and normalizing gender roles, and how certain reading materials would be co-opted to promote the further marginalization of those already at risk.
520 $a In virtually every novel that popular authors such as Radcliffe, Charlotte Bronte, Dickens, and Hardy wrote, as well as in their personal correspondence, there is an on-going concern with dangerous pedagogues, and the disastrous results that often accompany the marginalized learner's desire to read. For these authors, the "state" was not the one in danger because of the mass literacy movement---its subjects were. Rather than producing the conditions for individual agency, book-learning functioned as yet another ideological state apparatus. Literacy was indeed empowering, but not necessarily for the learner, as we ordinarily assume.
520 $a As a consequence of these dangers that authors recognized, the novelists of the period often experimented with alternative texts and literacies, different ways of "reading," and thus "knowing," that attempt to establish sites of resistance to traditional pedagogy. These novelists consistently call attention to concerns about how the marginalized reader should learn in the nineteenth century, while questioning a Western epistemological tradition that informs our most basic prejudices, cultural identities, and means of empowerment.
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710 2 0 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 64-12A.
790 1 0 $a Lougy, Robert E., $e advisor
790 $a 0176
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3114862