The following study is interested in informal education in three of Charles Dickens's novels: A Christmas Carol (1843), Bleak House (1852), and Great Expectations (1860). While substantial scholarly attention has been paid to Dickens's interest in formal education, for example his educational reform efforts, his fictional depictions of schools and schooling, and his "student" and "teacher" characters, my project considers the fictional moments in which Dickens depicts education happening outside traditional "school" settings. I argue against claims that Dickens was exclusively interested in critiquing pedagogical practices; rather, Dickens offers informal solutions to Victorian attempts at establishing a state-run educational system. My project begins with a chapter providing historical context on formal Victorian educational practices; practices which inform Dickens's descriptions of both formal and informal learning/teaching experiences. In my analysis of A Christmas Carol, I analyze the Christmas Spirits's teaching strategies and find that the ghosts offer a more humane pedagogical approach than common Victorian teaching methods like Andrew Bell and Joseph Lancaster's Monitorial System. My chapter on Bleak House considers the ways in which gendered teaching and learning complicate a Dickensian perspective on what can be defined as best-practice pedagogy. In Great Expectations, I explore how the generic form of the Bildungsroman, or the novel of education, contributes to Dickens's evaluation of learning and social mobility. My project concludes by demonstrating how Dickens explodes and expands definitions of "teacher," "pupil," and "learning" in A Christmas Carol, Bleak House, and Great Expectations, even for twenty-first century audiences. / Master of Arts / In his novels Hard Times, Dombey and Son, and Our Mutual Friend Charles Dickens famously criticizes common Victorian educational practices by depicting unfair and cruel treatment in school and classroom settings. However, Dickens's portrayals of excellent educational settings is often overlooked. My thesis argues that examples of Dickens's successful teachers occur most frequently in his portrayals of informal education. In A Christmas Carol (1843), Bleak House (1852), and Great Expectations (1860), ghosts, friends, mothers, dancing-masters, and dubious neighbors become the best teachers to needy students. My project begins with a chapter providing historical context on formal Victorian educational practices; practices which inform Dickens's descriptions of both formal and informal learning/teaching experiences. In my analysis of A Christmas Carol, I analyze the Christmas Spirits's teaching strategies and find that the ghosts offer a more humane pedagogical approach than common Victorian teaching methods like Andrew Bell and Joseph Lancaster's Monitorial System. My chapter on Bleak House considers the ways in which gendered teaching and learning complicate a Dickensian perspective on what can be defined as best-practice pedagogy. In Great Expectations, I explore how the generic form of the Bildungsroman, or the novel of education, contributes to Dickens's evaluation of learning and social mobility. My project concludes by demonstrating how Dickens explodes and expands definitions of "teacher," "pupil," and "learning" in A Christmas Carol, Bleak House, and Great Expectations, even for twenty-first century audiences.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/107286 |
| Date | 07 July 2020 |
| Creators | Merz, Anna Caitlin |
| Contributors | English, Metz, Nancy Aycock, Zare, Bonnie, Graham, Peter W. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Thesis |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.002 seconds