Spectral Strangers: Charlotte Bronte's Teachers

Autor/in	Devine, Nesta
Titel	Spectral Strangers: Charlotte Bronte's Teachers
Quelle	In: Educational Philosophy and Theory, 45 (2013) 4, S.383-395 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2012.718145
Schlagwörter	Philosophy; Authors; Females; Novels; Literary Devices; Teaching Experience; Teacher Attitudes; Self Concept; Teaching Methods; Nineteenth Century Literature + Suchen Sie Ihr Suchwort? Philosophie; Author; Autor; Autorin; Weibliches Geschlecht; Novel; Roman; Literaturarbeit; Lehrerverhalten; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article I attempt to engage with Charlotte Bronte as both a teacher and a philosopher. In her depiction of two impoverished gentlewomen as teachers Bronte is, as is often pointed out, drawing on her own history, but she is also exploring two conflicting contemporary philosophic notions: the romantic ideal and the ideal of rationality, as they are played out in the lives of women. Bronte uses the plot device of taking her teachers into new environments, from where as strangers they can report to the reader on the conditions they experience. But the teachers are also strangers in the teaching environments of their employment and, moreover, as individuals are stripped of all familial and social support. While her pedagogic strategies may not be appealing to twentieth century tastes, Bronte and her creations still have something to say about the issues, choices and constraints faced by young and inexperienced teachers, and the available subject-positions teachers may construct for themselves as they grapple with their own foreignness in their classrooms or other teaching situations. (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	2017/4/10