Teaching Jane Eyre and Wuthering Heights in a Survey of the Nineteenth-Century English Novel

Teaching Jane Eyre and Wuthering Heights in a Survey of the Nineteenth-Century English Novel : Critical Approaches to Teaching Literature, Language, Composition, and Culture Volume 5, Number 3, © 2005 Duke University Press 4 45 but even of plain speakers like Jane Eyre presents some students with difficulties. So too does the Brontës’ expectation of reader familiarity with British culture in the nineteenth century and with the English Bible. In addition, recent scholarship by academics like Christine Alexander has made available Brontë juvenilia and artwork, both of which are of special interest to many of today’s students. Can these be included in courses that are not devoted exclusively to the family? And what of the Brontë canon? Interest in Anne Brontë has also grown, particularly in her novel The Tenant of Wildfell Hall, which depicts the struggles of a woman wed to an alcoholic and abusive spouse. If one includes this Brontë’s work in one’s course, must one exclude the more famous novels of the older sisters? How much additional nineteenth-century culture and how much contemporary psychology is necessary in order to illuminate Anne Brontë’s complex novel? Biographical details? With the burgeoning of biographies like Juliet Barker’s monumental, thousand-page The Brontës (1994), even the experts must revise their view of the sisters. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Duke University Press

Teaching Jane Eyre and Wuthering Heights in a Survey of the Nineteenth-Century English Novel

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Publisher
Duke University Press
Copyright
Copyright 2005 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-5-3-447
Publisher site
See Article on Publisher Site

Abstract

: Critical Approaches to Teaching Literature, Language, Composition, and Culture Volume 5, Number 3, © 2005 Duke University Press 4 45 but even of plain speakers like Jane Eyre presents some students with difficulties. So too does the Brontës’ expectation of reader familiarity with British culture in the nineteenth century and with the English Bible. In addition, recent scholarship by academics like Christine Alexander has made available Brontë juvenilia and artwork, both of which are of special interest to many of today’s students. Can these be included in courses that are not devoted exclusively to the family? And what of the Brontë canon? Interest in Anne Brontë has also grown, particularly in her novel The Tenant of Wildfell Hall, which depicts the struggles of a woman wed to an alcoholic and abusive spouse. If one includes this Brontë’s work in one’s course, must one exclude the more famous novels of the older sisters? How much additional nineteenth-century culture and how much contemporary psychology is necessary in order to illuminate Anne Brontë’s complex novel? Biographical details? With the burgeoning of biographies like Juliet Barker’s monumental, thousand-page The Brontës (1994), even the experts must revise their view of the sisters.

Journal

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and CultureDuke University Press

Published: Oct 1, 2005

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