<p style="margin: 0in 0in 0pt; text-indent: 0in" class="MsoNormal"><font size="3"><font face="Times New Roman">A close examination of the Shakespearean material in approximately two hundred British and American literary textbooks from the mid nineteenth to the early twentieth centuries reveals that the professionalization of the American professoriate influenced the formation of English literature as a field in American colleges and universities.<span>  </span>Professionalization changed the character of the study of English literature from one centered around moral instruction dependent on an a-contextual framing of literary material to one characterized by specialized studies dependent on interpretation.<span>  </span>The representation of pedagogy in these textbooks is an index of the effects of this professionalization on the developing professoriate and field of English literature.<span>  </span>This dissertation also explores the connections between pedagogy, research, and field formation.<span>   </span></font></font></p><p style="margin: 0in 0in 0pt; text-indent: 0in" class="MsoNormal"><font size="3"><font face="Times New Roman"></font></font></p><p style="margin: 0in 0in 0pt" class="MsoNormal"><font size="3"><font face="Times New Roman">Chapter One identifies these institutional changes in American higher education through archival research examining the print history of the Variorum Shakespeare series, begun by Shakespearean scholar, editor, and autodidact Horace Howard Furness and eventually taken up by academic institutions, most notably the University of Pennsylvania, and ultimately the Modern Language Association.<span>  </span>Chapter Two examines the implicit and explicit changes in pedagogical theories and practices through the representation of Shakespeare’s work in literary textbooks printed between approximately 1850 and 1875.<span>  </span>Chapter Three continues this work with literary textbooks printed between approximately 1875 and 1930, focusing on the textbooks produced by prolific textbook author and future president of Delaware College (1888-1896), Albert Newton Raub.<span>  </span>Chapter Four extends this work by performing a curricular history of English at Delaware College between approximately 1850 and 1930 through a detailed examination of archival sources.<span>  </span>The conclusion draws an analogy between this historical study of pedagogy and disciplinary formation and composition in the present moment.<span>  </span></font></font></p>
Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-03272007-184838 |
Date | 20 June 2007 |
Creators | Choseed, Malkiel Aaron |
Contributors | Jean Ferguson Carr, Paul Kameen, Dennis Looney, John Twyning |
Publisher | University of Pittsburgh |
Source Sets | University of Pittsburgh |
Language | English |
Detected Language | English |
Type | text |
Format | application/pdf |
Source | http://etd.library.pitt.edu/ETD/available/etd-03272007-184838/ |
Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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