This thesis investigates the impact of the Christian clergy on daily life in Anglo-Saxon England in the seventh and eight centuries AD. Noting from the outset an interpretative impasse in historical sources, the archaeological record is explored for what it may reveal concerning those areas and peoples most hidden from historical scholarship. Noting problems with techniques that assume clear distinctions between Christian and pagan ritual - in particular funerary ritual - the anthropology of religious phenomena and religious conversion is introduced to support and expand that critique, but also to focus attention on the sophistication of the problem to be addressed. It is argued that the social sciences are ill-equipped to investigate religious phenomena and that a more subtle, if more complicated, approach is required. Considering the coming of Christianity to Anglo-Saxon England as an encounter between missionaries and their audience, we are encouraged to investigate the subtle tensions implicit in that relationship. The relationship is thus recast in terms of access to literacy, since this is a distinguishing factor of the clergy in England in the seventh and eighth centuries. Literacy, modelled as a set of discursive practices embedded in and re-produced through social relationships, is investigated from the perspective of the archaeology of surveillance. Two cases from Hampshire - Micheldever and Saxon Southampton (or Hamwic) - support the view that literacy can be used as a means of investigating the missionary encounter. It is proposed that, by the first half of the eighth century, the populations of these two areas were drawn into an intricate engagement with the clergy, facilitated by the bureaucratic and discursive deployment of literacy practices. Though necessarily more complicated than approaches that depend on the archaeology of the cemeteries to investigate the relationship between the clergy and the laity, this insight does at least do justice to the complexity of the issue being discussed.

This thesis examines accounts of the regal period in Cicero's de republica, Varro, Dionysius of Halicarnassus and Livy, as well as references to the period in Propertius IV and Ovid's Fasti. Cicero, Varro and Dionysius all present idealized accounts of the period, responding to the aetiological traditions concerning it, and making Rome's founders represent ideal originators, in different ways depending on the nature of their interests. Cicero acknowledges the problems of idealizing history, pointing to the influence of historical context on views of history. Dionysius' historiographical theories are examined, revealing a coherent theory in the light of which Dionysius' idealization can be seen as an informed attempt at an historical reconstruction. Livy too gives the regal period an originative function, to display in microcosm many themes important in later history. His interest in the origin of Rome's problems prevents him from idealizing the period. Instead he demonstrates political and social development under the kings which leads to a republic where the tensions of Rome's later history can be foreseen. Elegy had traditionally rejected history, but in Propertius IV history is included, much of it regal. Propertius establishes a particular relationship between the regal period and the elegist which is continued in Ovid's Fasti. Both poets reinterpret history, applying the self-conscious skill which had hitherto rejected historical material, and subverting expectations of the relationship of past to present. Ovid also displays kinship to themes of the Augustan revival, celebrating the present as the culmination of the past. The main unifying feature of all accounts is the dominance of the author's view of the present in shaping his version of history, stemming from the importance of the regal period as the period of Rome's origins. In the conclusion, these writings are placed within their Augustan context.

Thesis (Ph. D.)--Michigan State University, Dept. of English, 2008. / Title from PDF t.p. (viewed on March 31, 2009) Includes bibliographical references (p. 206-216). Also issued in print.

Thesis (Ph.D.) - University of St Andrews, May 2007.

Thesis (Ph. D.)--University of California, San Diego, 2005. / Vita. Includes bibliographical references (leaves 300-320).

Thesis (Ph. D.)--University of Chicago, 1942. / Lithoprinted. Includes bibliographical references (p. 84-87).

Thesis (M.A. (Creative Writing))--University of Western Australia, 2008.

Thesis (Ph. D.)--University of Notre Dame, 2008. / Thesis directed by Kevin Hart and Maud Ellmann for the Department of English. "December 2008." Includes bibliographical references (leaves 224-230).

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: José Gomariz, Florida State University, College of Arts and Sciences, Dept. of Modern Languages and Linguistics. Title and description from dissertation home page (viewed Sept. 18, 2006). Document formatted into pages; contains x,141 pages. Includes bibliographical references.

Orientador: Maria Celeste Consolin Dezotti / Banca: Cláudio Aquati / Banca: Márcia Valéria Zamboni Gobbi / Resumo: A Ciropedia de Xenofonte, escrita no século IV a.C., é uma obra de caráter híbrido, em que a ficção e a história se mesclam com muita liberdade. Em virtude disto, tem-se discutido qual seria a melhor classificação de gênero para a obra: romance biográfico, obra historiográfica, romance histórico. A presente dissertação investiga em que medida a Ciropedia de Xenofonte apresenta elementos narrativos que nos permitam reconhecer nela aspectos do gênero do romance, mais especificamente do "romance de formação" (Bildungsroman), gênero cujo paradigma se encontra na obra de Goethe, Os Anos de Aprendizagem de Wilhelm Meister (1795-1796). Primeiramente, procuramos definir em que medida nós podemos ler a Ciropedia como uma obra de ficção, e não como uma obra historiográfica, a partir de reflexões a respeito das relações entre Literatura e História, e, principalmente, por meio de uma análise comparativa entre a narrativa da Ciropedia com a narrativa das Histórias de Heródoto. Percebe-se que Xenofonte ficcionaliza a narrativa estabelecida por Heródoto, seja retomando temas, seja fazendo alusões à narrativa herodoteana. Em seguida, partindo-se da noção bakhtiniana de que todo gênero conserva, em sua estrutura, elementos formais da archaica, que não só caracterizam o gênero de forma distintiva, mas também permitem a sua renovação a cada nova manifestação literária, procuramos definir quais elementos essenciais presentes no Romance de Formação moderno encontramos na Ciropedia. Analisamos cenas em que são evidentes a partipação de mentores, a presença de uma instituição pedagógica, a visão teleológica da educação. Além disso, uma das características essenciais do "Romance de Formação" é a presença de uma personagem dinâmica e evolutiva, que se forma e educa... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The Xenophon's Cyropaedia, written in the fourth century B.C., it is a work of hybrid character, in which fiction and history mingle with a lot of freedom. Because of this, it has been discussed what would be the best genre classification for the work: biographical novel, work of historiography, historical novel. This dissertation investigates the extent to which Cyropaedia Xenophon's narrative has elements that allow us to recognize aspects of her romance genre, specifically the "Novel of Education" (Bildungsroman), genre whose paradigm is in the work Goethe's Wilhelm Meister's Apprenticeship (1795-1796). First, we looked to define to what extent we can read the Cyropaedia as a work of fiction, and not as a work of historiography, from reflections on the relationship between Literature and History, and mainly through a comparative analysis between the narrative of Cyropaedia and the narrative of Herodotus' Histories. We realize that Xenophon fictionalizes the narrative established by Herodotus, whether taking up subjects, or alluding to the Herodotus' narratives. Then, starting from the Bakhtin's notion that every genre preserves, in the structure, formal elements of archaica, that not only characterize the genre in the form distinctive, but also allows its renewal every new literary manifestation, we tried to define which essential elements present in modern novel of education we can find in Cyropaedia. We analyze scenes where are evident the action of mentors, the presence of an educational institution, the theological view of education. Moreover, an important characteristic essential of the "Novel of Education" is the presence of a dynamic and evolutionary character, that get formation in the course of the narrative. We analyzed the construction and evolution of the main character of the narrative... (Complete abstract click electronic access below) / Mestre