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Dealing with discourse: How women ga...

Peterson, Claire Marie.

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Dealing with discourse: How women gained a position in the university in nineteenth-century Britain.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Dealing with discourse: How women gained a position in the university in nineteenth-century Britain./
Author:	Peterson, Claire Marie.
Description:	352 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-09, Section: A, page: 3596.
Contained By:	Dissertation Abstracts International56-09A.
Subject:	Literature, English. -
Online resource:	http://wwwlib.umi.com/dissertations/fullcit/9601046
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9601046

Dealing with discourse: How women gained a position in the university in nineteenth-century Britain.
Peterson, Claire Marie.

Dealing with discourse: How women gained a position in the university in nineteenth-century Britain. - 352 p.

Source: Dissertation Abstracts International, Volume: 56-09, Section: A, page: 3596.

Thesis (Ph.D.)--University of Southern California, 1994.

The position of women in the university in English-speaking countries at the end of the twentieth century can be traced in part to the position gained for women in nineteenth-century Oxbridge. The latter position can be represented through three commonly accepted generalizations: first, female college students pursued knowledge primarily as "Its Own End" rather than as preparation for professional careers; secondly, to the extent that they did prepare for paid careers, female students did so with the understanding that these careers must be reconciled with the normative "profession" of marriage; and third, female students dissociated their educational pursuits from the assertion of "women's rights." This position was established through negotiations among competing discourses embraced by those who spoke about women and/or higher education in Victorian nonfiction prose, poetry, and fiction. "Discourses" are understood to be both ideological and rhetorical, combining Mikhail Bakhtin's and Michel Foucault's uses of the term.Subjects--Topical Terms:

1017709
Literature, English.

Dealing with discourse: How women gained a position in the university in nineteenth-century Britain.
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100 1 $a Peterson, Claire Marie. $3 1953754
245 1 0 $a Dealing with discourse: How women gained a position in the university in nineteenth-century Britain.
300 $a 352 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-09, Section: A, page: 3596.
500 $a Adviser: James R. Kincaid.
502 $a Thesis (Ph.D.)--University of Southern California, 1994.
520 $a The position of women in the university in English-speaking countries at the end of the twentieth century can be traced in part to the position gained for women in nineteenth-century Oxbridge. The latter position can be represented through three commonly accepted generalizations: first, female college students pursued knowledge primarily as "Its Own End" rather than as preparation for professional careers; secondly, to the extent that they did prepare for paid careers, female students did so with the understanding that these careers must be reconciled with the normative "profession" of marriage; and third, female students dissociated their educational pursuits from the assertion of "women's rights." This position was established through negotiations among competing discourses embraced by those who spoke about women and/or higher education in Victorian nonfiction prose, poetry, and fiction. "Discourses" are understood to be both ideological and rhetorical, combining Mikhail Bakhtin's and Michel Foucault's uses of the term.
520 $a An aristocratic discourse of liberal education, a discourse of utilitarianism, a middle-class discourse of work, a discourse of chivalry, a discourse of liberal feminism, religious discourses of Tractarianism, Christian Socialism and evangelicalism, a quasi-religious discourse of professionalism, a discourse of liberalism, and a discourse of domestic ideology are excavated from such texts as reviews by Sydney Smith and John Davison, a pamphlet by Edward Copleston, John Henry Newman's Idea of a University, Sarah Ellis's domestic literature, Alfred Tennyson's Princess, Frederick Denison Maurice's addresses on Queen's College, J.S. Mill's Subjection of Women, autobiographical works by Mary Paley Marshall and Jane Ellen Harrison, Matthew Arnold's Culture and Anarchy, John Ruskin's Sesame and Lilies, and Emily Davies's The Higher Education of Women. Contemporary scholars engaged throughout the dissertation include Nancy Armstrong, Sara Delamont, Carol Gilligan, and Joyce Senders Pedersen.
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650 4 $a Literature, English. $3 1017709
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650 4 $a Women's Studies. $3 1017481
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710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 56-09A.
790 1 0 $a Kincaid, James R., $e advisor
790 $a 0208
791 $a Ph.D.
792 $a 1994
856 $u http://wwwlib.umi.com/dissertations/fullcit/9601046
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9601046