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020 _a9783031668586
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024 7 _a10.1007/978-3-031-66858-6
_2doi
050 4 _aPN3311-3503
072 7 _aF
_2bicssc
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_2thema
100 1 _aChalk, Bridget T.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_982950
245 1 0 _aNovel Schooling
_h[electronic resource] :
_bEducation, Formation, and Reading in Fiction /
_cby Bridget T. Chalk.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXII, 228 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1: Introduction: Education in and through the Novel -- Chapter 2: Reading as “Fancy and Consolation” in David Copperfield -- Chapter 3: D.H. Lawrence, Schoolteachers, and Novel Guidance -- Chapter 4: How to Read in To the Lighthouse -- Chapter 5: Coetzee’s Fictions of Deformation -- Chapter 6: Paying Attention with Zadie Smith -- Chapter 7: Coda: Formation and Disintegration in Ferrante’s My Brilliant Friend.
520 _aThis book identifies and explores the consistent link between negative depictions of education in novels and claims for the educative effects of reading them. The novel and education are both phenomena that rely fundamentally on development over time: the former in plot and character, and the latter in individual potential. Despite this basic parallel, these forms of development are at odds in many works of fiction that treat education as constrictive and even traumatic to the individual, rather than healthy and formative. Novel Schooling identifies a pervasive pattern in novels from the 19th to 21st centuries: writers ranging from Charles Dickens and D.H. Lawrence to Zadie Smith reject conventional modes of education and propose their own models for shaping the sensibilities of their characters and readers. These works critique institutional education as a point of departure to position reading fiction as a superior form of individual development. Using the new ethics and reader-response theory, this work traces the treatment of education in and through the novel, concluding with fresh assertions of the value of literature in a digital, market-driven world. Bridget Chalk is Professor of English at Manhattan College, USA, where she teaches modernism and twentieth and twenty-first-century British and Anglophone literature. Novel Schooling is her second scholarly monograph; her previous book, Modernism and Mobility: The Passport and Cosmopolitan Experience (2014) was published by Palgrave Macmillan. Bridget has also published essays on modern and contemporary fiction in Modernism/Modernity, The Journal of Modern Literature, Twentieth-Century Literature, and elsewhere, as well as having contributed a chapter to The Cambridge Companion to British Fiction, 1980-the present (2019).
650 0 _aFiction.
650 0 _aLiterature, Modern
_x19th century.
650 0 _aLiterature, Modern
_x20th century.
650 0 _aEducation.
_959242
650 0 _aEducation in literature.
_971505
650 1 4 _aFiction Literature.
650 2 4 _aNineteenth-Century Literature.
650 2 4 _aTwentieth-Century Literature.
650 2 4 _aEducation.
_959242
650 2 4 _aLiterature and Pedagogy.
_971506
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031668579
776 0 8 _iPrinted edition:
_z9783031668593
776 0 8 _iPrinted edition:
_z9783031668609
856 4 0 _uhttps://doi.org/10.1007/978-3-031-66858-6
912 _aZDB-2-LCM
912 _aZDB-2-SXL
999 _c62759
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