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Practice Imperfect: Agential Repetition in the Golden Age of Children's Literature
Practice Imperfect: Agential Repetition in the Golden Age of Children's Literature
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104835
- ISBN
- 9798291543696
- DDC
- 800
- 저자명
- Loy, Sara.
- 서명/저자
- Practice Imperfect: Agential Repetition in the Golden Age of Childrens Literature
- 발행사항
- [Sl] : Indiana University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 258 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
- 주기사항
- Advisor: Kreilkamp, Ivan;Kriegel, Lara.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2025.
- 초록/해제
- 요약This dissertation argues that British long-nineteenth-century children's literature narrativized a model of child maturation grounded less in sexual or education stages than in gendered recreation. Boys and girls, both as characters and readers, who practiced their play-or, repeatedly engaged with games, make believe, or toys-developed the agency, or capabilities, that Victorian society expected them to employ as productive men and women. My first chapter analyzes Tom Brown's Schooldays, an 1859 school story that ties queer mischief-making to eventual masculine authority, as Tom learns to channel his energy through school sports, signaling his readiness to lead in colonial authority. My second chapter examines all-child theater companies, arguing that by playing grown-up characters, these young performers could temporarily invent and project the actions, thought processes, and personality of their older character. In so doing, child actors were able to rehearse adulthood. Chapter 3 examines Victorian and Edwardian theories of the child's imagination, using the case study of Frances Hodgson Burnett's A Little Princess. I suggest that the novel encapsulates a Golden Age belief in girls' power to imagine their own future and so manifest it. Finally, my fourth chapter considers how authors, reviewers, and children themselves understood juvenile audiences' reading habits in the nineteenth and early twentieth centuries; while some worried that children could take the wrong message from their books, reading was more consistently figured as play, in which capable readers relied on their novels to surrogate grown-up experiences like falling in love, taking care of a house, or business acumen. Ultimately, my dissertation reconceptualizes the Golden Age not as an era that fawned over childhood's sentimentalized innocence but as a period that previewed twentieth-century developmental psychology, wherein play, even literary play, fruitfully spurs the child's growing up.
- 일반주제명
- Literature
- 일반주제명
- Gender studies
- 키워드
- Child maturation
- 기타저자
- Indiana University English
- 기본자료저록
- Dissertations Abstracts International. 87-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202104835
■006m o d
■007cr#unu||||||||
■020 ▼a9798291543696
■035 ▼a(MiAaPQ)AAI32171434
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a800
■1001 ▼aLoy, Sara.
■24510▼aPractice Imperfect: Agential Repetition in the Golden Age of Children's Literature
■260 ▼a[Sl]▼bIndiana University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a258 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: A.
■500 ▼aAdvisor: Kreilkamp, Ivan;Kriegel, Lara.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2025.
■520 ▼aThis dissertation argues that British long-nineteenth-century children's literature narrativized a model of child maturation grounded less in sexual or education stages than in gendered recreation. Boys and girls, both as characters and readers, who practiced their play-or, repeatedly engaged with games, make believe, or toys-developed the agency, or capabilities, that Victorian society expected them to employ as productive men and women. My first chapter analyzes Tom Brown's Schooldays, an 1859 school story that ties queer mischief-making to eventual masculine authority, as Tom learns to channel his energy through school sports, signaling his readiness to lead in colonial authority. My second chapter examines all-child theater companies, arguing that by playing grown-up characters, these young performers could temporarily invent and project the actions, thought processes, and personality of their older character. In so doing, child actors were able to rehearse adulthood. Chapter 3 examines Victorian and Edwardian theories of the child's imagination, using the case study of Frances Hodgson Burnett's A Little Princess. I suggest that the novel encapsulates a Golden Age belief in girls' power to imagine their own future and so manifest it. Finally, my fourth chapter considers how authors, reviewers, and children themselves understood juvenile audiences' reading habits in the nineteenth and early twentieth centuries; while some worried that children could take the wrong message from their books, reading was more consistently figured as play, in which capable readers relied on their novels to surrogate grown-up experiences like falling in love, taking care of a house, or business acumen. Ultimately, my dissertation reconceptualizes the Golden Age not as an era that fawned over childhood's sentimentalized innocence but as a period that previewed twentieth-century developmental psychology, wherein play, even literary play, fruitfully spurs the child's growing up.
■590 ▼aSchool code: 0093.
■650 4▼aLiterature
■650 4▼aGender studies
■650 4▼aBritish & Irish literature
■653 ▼aVictorian children's literature
■653 ▼aChild maturation
■653 ▼aAll-child theater
■690 ▼a0401
■690 ▼a0733
■690 ▼a0593
■71020▼aIndiana University▼bEnglish.
■7730 ▼tDissertations Abstracts International▼g87-02A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359107▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
