Education in Nineteenth-Century British Literature
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19th century
A01=Sheila Cordner
Accidental Reading
alternative education movements in literature
Aurora's Father
Aurora’s Father
Author_Sheila Cordner
autodidactic learning
Bertram Sisters
British social history
Category=DS
Category=DSBF
Category=JNB
Category=NHAH
Category=NHTB
dominant pedagogies
education
Educational Machinery
Educational Outliers
Edward Caswall
elite colleges
Elizabeth Barrett Browning
English
eq_bestseller
eq_biography-true-stories
eq_history
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Fi Rst Generation College Students
freedom
gender
gender and class barriers
George Gissing
Gilbert Grail
Gissing's Work
Gissing’s Work
Goddard's School
Goddard’s School
Great Britain
Grub Street
history
home
Indefi Nable
Institutional Outsider
Jane Austen
learning
learning outside of schools
Literae Humaniores
literary criticism
literary resistance
literature
Mansfi Eld
Mansfi Eld Park
Marian's Education
Marian’s Education
ninetheenth century
Outlined Examination Content
outsiders
Owens College
Oxbridge Education
Oxford Student
Richard Mutimer
school
Self-taught Men
Thomas Hardy
university exclusion
Victorian pedagogy
Whitman's Poetry
Whitman’s Poetry
working class
Young Man
Product details
- ISBN 9781472467478
- Weight: 385g
- Dimensions: 156 x 234mm
- Publication Date: 06 May 2016
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Sheila Cordner traces a tradition of literary resistance to dominant pedagogies in nineteenth-century Britain, recovering an overlooked chapter in the history of thought about education. This book considers an influential group of writers - all excluded from Oxford and Cambridge because of their class or gender - who argue extensively for the value of learning outside of schools altogether. From just beyond the walls of elite universities, Jane Austen, Elizabeth Barrett Browning, Thomas Hardy, and George Gissing used their position as outsiders as well as their intimate knowledge of British universities through brothers, fathers, and friends, to satirize rote learning in schools for the working classes as well as the education offered by elite colleges. Cordner analyzes how predominant educational rhetoric, intended to celebrate England's progress while simultaneously controlling the spread of knowledge to the masses, gets recast not only by the four primary authors in this book but also by insiders of universities, who fault schools for their emphasis on memorization. Drawing upon working-men's club reports, student guides, educational pamphlets, and materials from the National Home Reading Union, as well as recent work on nineteenth-century theories of reading, Cordner unveils a broader cultural movement that embraced the freedom of learning on one's own.
Sheila Cordner teaches at Boston University. She has published articles on authors such as Charles Dickens and Elizabeth Barrett Browning, and has presented research on Victorian literature, Irish literature, service learning, and digital humanities.
