Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 344-354). Print copy also available.

Thesis (M.A.)--Regent University, 1999. / Includes abstract. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 111-116).

Cette étude analyse les modalités de l’inhabitable dans un monde hostile et instable, ainsi que les stratégies élaborées afin de contrecarrer les effets pervers de l’instabilité. La violence des affects en jeu est à l’image de la cruauté des relations sociales, et ne laisse que peu d’espace viable même au sein du cercle familial, lui aussi soumis à l’entropie de la méchanceté ontologique. Les héroïnes de Jackson, confrontées de diverses manières aux résurgences d’expériences traumatiques que la traversée du présent, odyssée physique et psychique, transforme en obstacles insurmontables, recherchent la demeure idéale où se réfugier et trouver l’ancrage que leur interdit le monde extérieur. Jackson utilise les tropes de la maison gothique, de la hantise et du surnaturel pour illustrer les rouages trompeurs qui se mettent en place dès lors que ses héroïnes pensent avoir trouvé un tel lieu. Le paradoxe du corps maternel, qui fait cohabiter la vie et la mort, sous leurs formes pulsionnelles les plus destructrices, est le principe fondateur de l’effondrement des personnages. La folie apparaît comme un des moyens de comprendre l’incompréhensible, et de contenir la fragmentation. Enfin, l’invention du nom constitue le dernier retranchement où construire une demeure intérieure. / Our study examines the modalities of the uninhabitable in the work of Jackson, where the characters are imprisoned in a world intrinsically hostile, as well as the strategies they use to thwart the instability it entails. The violence of the feelings at stake mirrors the cruelty of social relationships, leaving but little livable space even within the family circle, also affected by the entropy of ontological evil. Jackson’s heroines, variously confronted to the reemergence of past traumatic experiences that their odyssey through the present time transforms into unsurmountable obstacles, seek the ideal house, the haven that will anchor them into a world that rejects them. Jackson uses the tropes of the gothic haunted house as maternal space to illustrate the deadly deception such a place embodies. The cohabitation the most drastic forms of the death drive and vital impulses is the foundation principle of mental dissolution. Madness is one of the means to both embrace and understand the incomprehensible. We conclude by showing how the invention of one’s name is a way of elaborating an inner house.

The female gothic as a genre, with its emergence in the 19th century, has a history of critiquing women’s place in the domestic sphere by showcasing the horrors of the home. When The Haunting of Hill House by Shirley Jackson was first published in 1959, it did so with both this historical genre background, as well as with a resurgence of traditional gender roles as an ideal. With the help of this context, this paper will do a queer reading of Jackson’s novel, highlighting the main character Eleanor’s queer longing for her friend Theodora. It will furthermore take into consideration Eleanor’s gender and the restrictions put on it during the time, especially concerning heteronormativity. To closer examine the relation between Eleanor and her desires, Hill House as a force will be analyzed. Although previous scholars have differing conclusions regarding Hill House, the most common one is Hill House as a patriarchal presence. However, Eleanor is also shown to be merging with Hill House during the narrative. To be able to combine these readings, as well as a queer reading, Sandra Lee Bartky’s reworking of Michel Foucault’s theories of internalization and self-surveillance will be used. This results in a queer reading of the novel where Hill House reflects Eleanor’s patriarchal internalization and acts as a self-surveilling force, disciplining her queer desires and finally resulting in her suicide. Ultimately, this essay argues that the character of Eleanor in The Haunting of Hill House has internalized patriarchal oppression and acts out disciplinary acts onto her own gender and sexuality through Hill House itself, which results in an overall textual critique of heteronormative ideals.

This dissertation traces the early origins of Shirley Graham Du Bois, a well known Negro achiever in the 1930s and 1940s, from the decades preceding her birth in 1896 up through the mid-twentieth century when she has reached mid life and achieved a number of successes. It attempts to reclaim from obscurity the significant cultural production that Shirley Graham contributed to American society. Her artistry and activism were manifested in many ways. As a very young woman she conducted, throughout the northern and eastern parts of the U. S., musical concerts extolling the beauty and significance of spirituals. While attending school at Oberlin College, she wrote a musical opera that was regarded during its time as the world's first race opera. In 1936 she assumed the role of Director for the Chicago Black Unit of the Federal Theatre Project (FTP). After the FTP phased out, she attended Yale School of Drama to learn the craft of playwriting, and proceeded to write several plays that were staged and viewed by interracial audiences. As the country prepared for WWII, she was selected to head USO activities in Fort Huachuca, Arizona where the largest aggregation of Negro soldiers were stationed before being sent off to battle. She subsequently became a field secretary for the NAACP during this period of tumultuous change in the nation and the world. The early 1940s would see Graham reach the pinnacle of success during this phase of her life by writing biographies for a national children's audience. This success was short lived due to the political climate of red-baiting that became fashionable during the political reign of Senator Joseph McCarthy. Graham's progressive politics, communist affiliation and marriage to W. E. B. Du Bois placed her on the wrong side of the establishment. Each chapter develops the varying forms her activism took shape in each given situation. Following the example of fore-parents who were politically and socially engaged during their lifetimes, Graham follows suit. Her efforts reveal a woman who educated, inspired and empowered others while demonstrating the different ways one could use her abilities to confront racism.

Das Hauptziel der Arbeit ist die Rekonstruktion der sozialen und kulturellen Rahmenbedingungen, unter denen dramatische Stücke zwischen Shakespeares Tod im Jahre 1616 und der Schließung der Theater im Jahre 1642 produziert wurden. Mithilfe einer Vielfalt zeitgenössischer Quellen erfolgt eine Rekonstruktion des historischen Kontextes aus zeitgenössischer Sicht. Die Arbeit analysiert wer die Menschen waren, für die Shakespeares Nachfolger ihre Stücke für die öffentlichen und privaten Bühnen Londons schrieben. Des Weiteren stellt die Arbeit dar, wie der Gang ins Theater in einer bisher von der Forschung nur wenig beachteten Epoche aussah und zeigt auf, wer genau in diesen Jahren ins Theater ging und wie diese Zuschauer und ihre Erwartungen an die Bühne durch eine Vielzahl externer und stetig wechselnder kultureller, politischer und sozialer Faktoren (z.B. Bärenhatzen, Prostitution, Hinrichtungen etc.) beeinflusst wurden. Zudem liegt ein weiteres Hauptaugenmerk der Arbeit darauf, wie die drei Autoren John Ford, Richard Brome und James Shirley in den Prologen und Epilogen zu ihren Stücken die Gegenwart der Zuschauer thematisiert und die Entwicklung des frühneuzeitlichen Theaters metadramatisch und selbstreflexiv angesprochen haben.

The thesis deals with a comparative analysis of the demon-lover motif in selected texts of English and American literature. The theoretical basis is the characteristics of the medieval ballad James Harris and some variations of the examined representation in the collection of traditional ballads by F. J. Child. Particular attention is paid to the role of supernatural in relation to the issue of guilt and punishment, in this regard, also the romantic versions of M. G. Lewis, G. A. Bürger and K. J. Erben are considered. The following chapters deals with stories that develop the demon-lover motif (the post-war stories by E. Bowen and S. Jackson). The literary analysis focuses primarily on the trauma of personal and historical past, and the related persecution of the victim, committed to the promise, to show the deepening of the psychological and emotional significance of the traditional story.

How do conventional performance-based models of drama in high schools serve to oppress students? How can Applied Drama models serve to emancipate students? This thesis invites educators to imagine drama programs in high schools as being capable of employing the use of imaginative dramatic arts processes for their emancipatory potential aimed to break oppressive habits and to rehearse alternative dialogue and action in the lives of students. Drama processes in high schools could be designed within an emancipatory paradigm of curriculum-making. Instead of designing drama programs around the goal of producing scripted theatre performances, drama programs in high schools can be designed with the goal of engaging students imaginations. Specifically, Applied Drama processes have the potential to nurture students social and moral imaginations which, in turn, allow students to become more empathetic. Moreover, through dramatic role-play, students enter an imaginary world and rehearse alternative ways of acting in the world. If the dramatic role-play addresses issues of oppression in the world, then the imaginary world presents scenarios in which students can rehearse emancipatory ways of acting and thinking about their lived reality. Specifically, Applied Drama processes are best suited for emancipatory, imaginative drama programs in high schools. In this thesis, I also discuss the importance of reflection in emancipatory drama processes.

How do conventional performance-based models of drama in high schools serve to oppress students? How can Applied Drama models serve to emancipate students? This thesis invites educators to imagine drama programs in high schools as being capable of employing the use of imaginative dramatic arts processes for their emancipatory potential aimed to break oppressive habits and to rehearse alternative dialogue and action in the lives of students. Drama processes in high schools could be designed within an emancipatory paradigm of curriculum-making. Instead of designing drama programs around the goal of producing scripted theatre performances, drama programs in high schools can be designed with the goal of engaging students imaginations. Specifically, Applied Drama processes have the potential to nurture students social and moral imaginations which, in turn, allow students to become more empathetic. Moreover, through dramatic role-play, students enter an imaginary world and rehearse alternative ways of acting in the world. If the dramatic role-play addresses issues of oppression in the world, then the imaginary world presents scenarios in which students can rehearse emancipatory ways of acting and thinking about their lived reality. Specifically, Applied Drama processes are best suited for emancipatory, imaginative drama programs in high schools. In this thesis, I also discuss the importance of reflection in emancipatory drama processes.