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Stories of school, stories of class:...

Launius, Christie Lynn.

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Stories of school, stories of class: The working-class encounter with the academy in 20th century United States writing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Stories of school, stories of class: The working-class encounter with the academy in 20th century United States writing./
作者:	Launius, Christie Lynn.
面頁冊數:	306 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2890.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Literature, American. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100899
ISBN:	0496484907

Stories of school, stories of class: The working-class encounter with the academy in 20th century United States writing.
Launius, Christie Lynn.

Stories of school, stories of class: The working-class encounter with the academy in 20th century United States writing. - 306 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2890.

Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2003.

This dissertation examines "the working-class encounter with the academy" as a topos of 20th century American literature, and explores the contradictions, conflicts, desires, and politics that infuse texts that treat this theme. Chapter one looks at three anthologies of essays by working-class academics. This chapter considers the impact of these works and the cultural work they perform, and argues that these anthologies serve as "construction sites" for the working-class academic, a narrative space in which the parameters and implications of being an academic from a working-class background are fleshed out. In Chapter two I show that there is a specific construction of masculinity that is a part of male working-class identity, and that this classed masculinity features prominently in these male writers' acquisition of academic literacy and encounter with the academy generally. Chapter three is the most explicitly literary in content: in it I examine how constructions of womanhood and femininity affect the encounter with the academy in three early to mid-twentieth-century American novels that feature female protagonists (Agnes Smedley's Daughter of Earth, Alexander Saxton's The Great Midland and Anzia Yezierska's Bread Givers). Heterosexual romance is a prominent paradigm in this chapter, with each of these novels weaving together narratives of desire for education and desire for love. Chapter four combines analysis of literary and nonliterary sources in looking at the work of four second-wave feminist writers from working-class backgrounds: June Jordan, Dorothy Allison, Alice Walker, and Marge Piercy. Many of the themes in this chapter echo those investigated in Chapter three; most notably, classed femininity, romantic relationships, family, and sexuality. Unlike the female protagonists in Chapter three, however, these writers have the vocabulary of, and widened opportunities afforded by, second-wave feminism. The fifth chapter looks at five memoirs by African-American and Mexican-American writers published between 1984 and 1999: John Edgar Wideman, Ruben Navarrette, Jr., Brent Staples, Janet McDonald, and Lorene Cary. Each of these writers tells a complicated tale of race, class, and education. My reading of these texts is an attempt to untangle the complicated relationship between racial identity and class as it affects the encounter with the academy.

ISBN: 0496484907Subjects--Topical Terms:

1017657
Literature, American.

Stories of school, stories of class: The working-class encounter with the academy in 20th century United States writing.
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