Literaturnachweis - Detailanzeige
| Autor/in | De Barros, Eric |
|---|---|
| Titel | (Ig)Noble Lies: Personal Historicism and Richard Mulcaster's "Positions Concerning the Bringing up of Children" (1581) |
| Quelle | In: Changing English: Studies in Culture and Education, 20 (2013) 3, S.317-326 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1358-684X |
| DOI | 10.1080/1358684X.2013.816530 |
| Schlagwörter | African Americans; Access to Education; Social Mobility; Racial Bias; Educational Theories; Poverty; Social Influences; Child Rearing; Authors |
| Abstract | Attempting to push early modern presentism to the radical, logical conclusion of a more personal historicism, this essay draws on a number of interpretive practices and theoretical insights--Stephen Greenblatt's self-reflectivity, Toni Morrison's "rememory," Marianne Hirsch's "postmemory," bell hooks's "passion of experience," and Linda Charnes's alternative historicism--to establish the ethical and interpretive significance of my own painful situatedness as an African American man in Renaissance/Early Modern studies. Specifically, I illustrate that significance in a reading of Richard Mulcaster's "Positions Concerning the Bringing Up of Children," a sixteenth-century educational treatise that responds, as I argue, to early modern educational access and social mobility with an insidiously complex, exclusionary admissions policy. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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