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Imperial pedagogy: Education and nationalism in early twentieth-century U.S. literature.

机译:帝国主义教学法:二十世纪初美国文学中的教育和民族主义。

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摘要

This dissertation examines literary critiques of colonizing educational programs that aimed to contain the intellectual, political, and economic aspirations of racial and ethnic minorities, binding color to class location through what I am calling imperial pedagogy. I argue that Zitkala-Sa, Pauline Hopkins, and Anzia Yezierska claim the machinery of early twentieth-century U.S. schooling worked to consolidate the nation's internal empire through pedagogical technologies. Offering counterhegemonic representational strategies and Freirean pedagogical paradigms, their narratives foreground the tension between education's disciplinary power and its liberatory potential.;Tracing the circulation of colonial education from Hawai'i to post-Civil War America via Hampton Institute founder General Samuel Armstrong, Chapter One, "Imperial Pedagogy in the U.S.: History, Ideology, and Literary Resistance," emphasizes the ideological and methodological connections between Armstrong and other educators for empire: his protegee, the "wizard" of Tuskegee, Booker T. Washington, Colonel Richard Henry Pratt, architect of the Indian boarding school system, and Progressive Era educational reformers, from philanthropists and educators to pluralist settlement house workers and eugenicist social scientists---the aptly named "agents of clean society" in Yezierska's fiction.;In Chapter Two, "Indigenous Pedagogy, Imperial Education, and Zitkala-Sa's 'Practical Demonstration of Domestic Science,'" I analyze Zitkala-Sa's presentation of Dakota pedagogical traditions in American Indian Stories, which underscores how Indigenous education and the cultural ideals that inform it dramatically oppose the competitive individualism, corporate ideologies, and patriarchal authoritarianism promoted in Indian boarding schools. Chapter Three, "Pauline Hopkins's Educational Argument in Contending Forces," examines the disempowering impact of the Hampton-Tuskegee industrial curriculum on African Americans and demonstrates that Hopkins's novel reveals and resists the disciplinary domesticity these institutions manufactured. Chapter Four, "Education, Efficiency, and Eugenics in Anzia Yezierska's Fiction," reads Yezierska's articulation of the symbiotic intimacy between racialized science and capitalism in "Soap and Water" and All I Could Never Be and claims these texts show how the ideological production of "scientific" knowledge and its codification of difference reinforce a differentiating curriculum designed to adapt immigrants to factory labor and values. Weaving a narrative history of imperial educational practice in the U.S., these authors' literary interventions inscribe a legacy of decolonizing pedagogy in American literature.
机译:本文研究了殖民化教育计划的文学批评,这些批评旨在遏制种族和少数民族的知识,政治和经济愿望,通过我所谓的帝国主义教学法将色彩与阶级定位联系起来。我认为Zitkala-Sa,Pauline Hopkins和Anzia Yezierska声称,二十世纪初美国的教育机制致力于通过教学技术来巩固美国的内部帝国。通过提供反霸权的代表性策略和弗雷雷亚语的教学范式,它们的叙述凸显了教育的纪律能力与解放潜力之间的张力。通过汉普顿学院创始人萨缪尔·阿姆斯特朗将军,从夏威夷到内战后的殖民地教育的转移。 “美国帝国主义教学法:历史,意识形态和文学抵抗”强调了阿姆斯特朗和其他帝国教育者之间的意识形态和方法论联系:他的门徒,图斯克基的“向导”,布克·T·华盛顿,理查德·亨利·普拉特上校,是印度寄宿学校系统的架构师,也是进步时代的教育改革者,从慈善家和教育家到多元化的定居者工人和优生主义的社会科学家,这些都是耶齐尔斯卡小说中被恰当地称为“清洁社会的代理人”。第二章,“土著教育学,帝国教育和齐特卡拉·萨的“ Dom实践论证”审美科学”,我分析了齐塔卡拉(Zitkala-Sa)在《美国印第安人故事》中对达科他州教学传统的介绍,这突显了土著教育和告知其的文化理想如何极大地反对印度寄宿制学校所倡导的竞争性个人主义,企业意识形态和父权专制主义。第三章,“波琳·霍普金斯在竞争中的教育论点”,考察了汉普顿-塔斯基吉工业课程对非裔美国人的无权影响,并证明了霍普金斯的小说揭示并抵制了这些机构制造的纪律性。第四章,“安齐亚·叶兹尔斯卡小说中的教育,效率和优生学”,阅读了叶兹尔斯卡在《肥皂与水》和《我永远不可能》中对种族主义科学与资本主义之间共生亲密关系的阐述,并声称这些文本表明了意识形态生产是如何实现的。 “科学”知识及其对差异的分类编纂强化了旨在使移民适应工厂劳动和价值观的差异化课程。这些作者编织了美国帝国主义教育实践的叙事历史,在文学干预上写下了美国文学中非殖民化教育学的传承。

著录项

  • 作者

    Mangino, Robin A.;

  • 作者单位

    Tufts University.;

  • 授予单位 Tufts University.;
  • 学科 Literature Modern.;Education History of.;Literature American.;American Studies.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 168 p.
  • 总页数 168
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:37:07

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