: Critical Approaches to Teaching Literature, Language, Composition, and Culture Volume 5, Number 3, Â© 2005 Duke University Press 4 45 but even of plain speakers like Jane Eyre presents some students with difficulties. So too does the BrontÃ«sâ 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 BrontÃ« juvenilia and artwork, both of which are of special interest to many of todayâs students. Can these be included in courses that are not devoted exclusively to the family? And what of the BrontÃ« canon? Interest in Anne BrontÃ« 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 BrontÃ«âs work in oneâs 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 BrontÃ«âs complex novel? Biographical details? With the burgeoning of biographies like Juliet Barkerâs monumental, thousand-page The BrontÃ«s (1994), even the experts must revise their view of the sisters.
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press
Published: Oct 1, 2005
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