Please use this identifier to cite or link to this item:
http://hdl.handle.net/11375/15763
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.advisor | Clark, David L. | - |
dc.contributor.author | Newman, Neville F. | - |
dc.date.accessioned | 2014-08-21T14:43:58Z | - |
dc.date.available | 2014-08-21T14:43:58Z | - |
dc.date.issued | 1998-07 | - |
dc.identifier.uri | http://hdl.handle.net/11375/15763 | - |
dc.description | *text removed pages 111 and 125. | en_US |
dc.description.abstract | Monitorial schools became popular in nineteenth-century Britain. Under the panoptic control of a single master who was assisted by a cadre of specially selected pupils --monitors --these institutions responded, ostensibly, to the need to "educate" the underclass. I argue that rather than being concerned with the improvement of literacy, the promoters of these schools --The Reverend Andrew Bell, Joseph Lancaster and Matthew Davenport Hill, among others --were driven more by a desire to contain and manage a segment of the population that constituted a perceived threat to social order. The efficient management of the schools' populations demanded of their pupils an unrelenting self-discipline, a seemingly innocuous concept that carries within it chilling implications for the definition of an ideal subject. I refer throughout to the ''literature" of the nineteenth-century English monitorial school --its theoretical and pedagogical treatises, pictorial representations and accounts of educational experiments --and by using Michel Foucauh's theories of power, I determine the actual force relations that obtain there, defining precisely the nature of a discipline that operates, as Bell writes, ''through the agency of the scholars themselves". Having established the educational context out of which monitorial schools emerged, I proceed, in part one of the dissertation, to examine mainly the works of Joseph Lancaster and Matthew Davenport Hill By reference to their tracts, I show how the monitorialists used the emerging technologies ofdetention to create a subject population whose bodies became the point ofapplication not only of "education," but also a complex form ofsocio-political experimentation. In the second part I investigate the attraction for Samuel Taylor Coleridge ofThe Reverend Andrew Bell's monitorial theory, revealing that what some critics have seen as Coleridge's paradoxical attraction to monitorialism is, in fact, a confirmation ofhis own idealistic vision for England's social hierarchy. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | England 19th century | en_US |
dc.subject | monitorial school | en_US |
dc.title | The Subject of a Disciplined Space: Power relations in England's Nineteenth-century monitorial schools | en_US |
dc.type | Thesis | en_US |
dc.contributor.department | English | en_US |
dc.description.degreetype | Thesis | en_US |
dc.description.degree | Doctor of Philosophy (PhD) | en_US |
Appears in Collections: | Open Access Dissertations and Theses |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Newman Neville.pdf | 12.28 MB | Adobe PDF | View/Open |
Items in MacSphere are protected by copyright, with all rights reserved, unless otherwise indicated.