Rozprawy doktorskie na temat „Social classes – england – fiction”

This thesis is an examination of slave abolitionists in Liverpool and Manchester and their shared hinterland of South Lancashire. Cheshire and North Wales from 1787 to 1834. The changing economic and social structures of the region provide a backdrop to consider activities during the campaign against the slave trade up to its abolition in 1807, and the campaign for emancipation, which achieved success in 1834. The thesis uses existing theories of economic decline and economic sacrifice to explain Britain’s abandoning of the slave system as a starting point. However, the thesis explores the complex interplay of commercial, religious and political interests in the region in an attempt to gain a clearer picture of the forces at work, which motivated protagonists’ activities. The thesis contextualises the campaigns against the slave trade and the institution of slavery within the rapidly industrialising landscape of the region. This industrialisation ushered in a new local social and economic elite: the industrial middle class, who would assume political influence to match their economic power, with the reform of Parliament in 1833. This study shows that it was appeals to the interests of the new élite that carried most weight, helping bring about the sea change in British public opinion. An examination of important abolitionalists’ activities in the region illustrates how the anti-slavery movement framed their arguments. These arguments tied together religious and economic concerns within a broader political framework, which reflected the growing importance of laissez faire economic philosophy and the declining influence of traditional power brokers. In this light, it is interesting to consider the arguments forwarded by abolitionists who fell outside of this industrial, Dissenting, disenfranchised group to illustrate how their concerns differed. The study recognises that opposing political paradigms could be used to underpin arguments against slavery.

Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: English Language and Literature. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

Robert Putnam’s 2007 empirical study, E Pluribus Unum, has become the seminal study in a growing body of work which uses statistical methods to measure the effects of ethnic diversity on social capital, or other measures of social quality. Putnam’s study found that ethnic diversity negatively affects social capital in the United States, leading people to withdraw from social contact and ‘hunker down’ at home, alone, miserably watching TV. This study revisits Putnam’s findings and seeks to plug two major gaps across this field: firstly, the absence of any frame of reference for social capital or other measures of social quality, which has led to both a narrowing of the commonly used indicators of social quality and a possible over-stating of the relative importance to overall social quality of those indicators which are employed; and, secondly, the lack of any investigation into how relationships between ethnic diversity and social quality change over time. This study addresses two research questions: Do ethnic diversity and immigration have any effects on a range of indicators of social quality in local areas of England? Do any effects from ethnic diversity and immigration on social quality change over time? The study analyses data from the Citizenship Survey and other sources to investigate whether the rapid increase and spread of ethnic diversity throughout England in the twenty year period from 1991 to 2011 had any measurable effects on indicators of social quality in local authority areas over the period 2001 to 2011. The study finds that ethnic diversity and immigration do have the negative effect on local trust identified by Putnam but that they also have positive effects on some social quality measures, and no effects on others. Broadly, these effects become more positive over time for measures of social cohesion and more negative for measures of social capital. The study demonstrates that the negative, positive and null effects of ethnic diversity are linked to differences in the measure of social quality; when individual-level, attitudinal, proximate measures of social quality are used, like local trust, negative findings are far more likely. The study concludes that ethnic diversity and immigration are not useful explanations for variance in social quality; levels of deprivation and higher-education more strongly account for this. It would be worthwhile to further develop a robust framework for quantitative studies of social quality and to improve methodologies for measuring social quality relationships over time.

Background: Community participation has become an integral part of many areas of public policy over the last two decades. For a variety of reasons, ranging from concerns about social cohesion and unrest to perceived failings in public services, governments in the UK and elsewhere have turned to communities as both a site of intervention and a potential solution. In contemporary policy, the shift to community is exemplified by the UK Government’s Big Society/Localism agenda and the Scottish Government’s emphasis on Community Empowerment. Through such policies, communities have been increasingly encouraged to help themselves in various ways, to work with public agencies in reshaping services, and to become more engaged in the democratic process. These developments have led some theorists to argue that responsibilities are being shifted from the state onto communities, representing a new form of 'government through community' (Rose, 1996; Imrie and Raco, 2003). Despite this policy development, there is surprisingly little evidence which demonstrates the outcomes of the different forms of community participation. This study attempts to address this gap in two ways. Firstly, it explores the ways in which community participation policy in Scotland and England are playing out in practice. And secondly, it assesses the outcomes of different forms of community participation taking place within these broad policy contexts. Methodology: The study employs an innovative combination of the two main theory-based evaluation methodologies, Theories of Change (ToC) and Realist Evaluation (RE), building on ideas generated by earlier applications of each approach (Blamey and Mackenzie, 2007). ToC methodology is used to analyse the national policy frameworks and the general approach of community organisations in six case studies, three in Scotland and three in England. The local evidence from the community organisations’ theories of change is then used to analyse and critique the assumptions which underlie the Localism and Community Empowerment policies. Alongside this, across the six case studies, a RE approach is utilised to examine the specific mechanisms which operate to deliver outcomes from community participation processes, and to explore the contextual factors which influence their operation. Given the innovative methodological approach, the study also engages in some focused reflection on the practicality and usefulness of combining ToC and RE approaches. Findings: The case studies provide significant evidence of the outcomes that community organisations can deliver through directly providing services or facilities, and through influencing public services. Important contextual factors in both countries include particular strengths within communities and positive relationships with at least part of the local state, although this often exists in parallel with elements of conflict. Notably this evidence suggests that the idea of responsibilisation needs to be examined in a more nuanced fashion, incorporating issues of risk and power, as well the active agency of communities and the local state. Thus communities may sometimes willingly take on responsibility in return for power, although this may also engender significant risk, with the balance between these three elements being significantly mediated by local government. The evidence also highlights the impacts of austerity on community participation, with cuts to local government budgets in particular increasing the degree of risk and responsibility for communities and reducing opportunities for power. Furthermore, the case studies demonstrate the importance of inequalities within and between communities, operating through a socio-economic gradient in community capacity. This has the potential to make community participation policy regressive as more affluent communities are more able to take advantage of additional powers and local authorities have less resource to support the capacity of more disadvantaged communities. For Localism in particular, the findings suggest that some of the ‘new community rights’ may provide opportunities for communities to gain power and generate positive social outcomes. However, the English case studies also highlight the substantial risks involved and the extent to which such opportunities are being undermined by austerity. The case studies suggest that cuts to local government budgets have the potential to undermine some aspects of Localism almost entirely, and that the very limited interest in inequalities means that Localism may be both ‘empowering the powerful’ (Hastings and Matthews, 2014) and further disempowering the powerless. For Community Empowerment, the study demonstrates the ways in which community organisations can gain power and deliver positive social outcomes within the broad policy framework. However, whilst Community Empowerment is ostensibly less regressive, there are still significant challenges to be addressed. In particular, the case studies highlight significant constraints on the notion that communities can ‘choose their own level of empowerment’, and the assumption of partnership working between communities and the local state needs to take into account the evidence of very mixed relationships in practice. Most importantly, whilst austerity has had more limited impacts on local government in Scotland so far, the projected cuts in this area may leave Community Empowerment vulnerable to the dangers of regressive impact highlighted for Localism. Methodologically, the study shows that ToC and RE can be practically applied together and that there may be significant benefits of the combination. ToC offers a productive framework for policy analysis and combining this with data derived from local ToCs provides a powerful lens through which to examine and critique the aims and assumptions of national policy. ToC models also provide a useful framework within which to identify specific causal mechanisms, using RE methodology and, again, the data from local ToC work can enable significant learning about ‘what works for whom in what circumstances’ (Pawson and Tilley, 1997).

Within Higher Education, a substantial amount of research has explored black students’ experiences within post 1992 universities (Elevation Networks 2012; BITC 2010; RfO 2011; Leathwood 2004; Read et al. 2003). Research indicates that British African Caribbean men (BACM) are well represented in higher education (Richardson 2010). However, when the type of universities these students attend is examined, research indicates that substantially more black students attend post-1992 universities than ‘old universities’ (Bhattacharyya et al. 2003; Elevation Networks 2012). In 2010 less than one per cent of all Oxbridge students were black. Between 2010 and 2012 less than five per cent of all students entering Russell Group and Oxbridge universities were British African Caribbean (Boliver 2013). Only limited research has explored the outcomes of ethnic minority students studying at Russell Group universities (Fielding 2008; Richardson 2008) and much of this has been quantitative rather than qualitative. Furthermore, minimal research has explored the experiences of black students and black men in particular through their experiences of attending elite UK universities. This dissertation explores the counter-narratives of the few British African Caribbean men who have successfully attended and graduated from elite universities in England and Wales. This research examines these students’ recognised as well as unrecognised, resources and capitals to gain an understanding of the factors that have assisted them in their matriculation to, and graduation from, elite universities. It is hoped that these findings will be beneficial in helping staff involved in the admission processes at elite universities to gain a better understanding of areas that need improvement in order to increase the numbers of British African Caribbean male students attending elite universities. Lastly, this research hopes its findings will be beneficial in influencing more black men in future generations to aspire to attend elite UK institutions.

There is a great tendency in using literature as a medium of language teaching because literature plays an essential role in developing the students’ language skills. It also helps them in acquiring cultural experiences and to attain a better understanding of the literary texts. The Swedish National Agency for Education supports the inclusion of literature in English language classes in each of primary, secondary and even upper secondary schools. This research aims to examine the underlying reasons behind incorporating literature in teaching English, specifically in Swedish secondary schools grades 7-9, and it sheds light on how teachers manage to employ literature effectively in the classroom. Moreover, it explains the criteria behind selecting appropriate literary texts that suit students’ needs. The study also states some problems that may encounter teachers in adopting literature as a way of teaching. All these issues are discussed through conducting qualitative interviews with three English teachers. This study points out that literature has been used as a paramount tool for teaching English. By reading literary books, students’ knowledge about social and cultural issues is developed and their language skills also become better. Furthermore, teachers mention that there are several central criteria to note when using literature during the process of teaching literature, such as selecting literary materials with topics that students can find interesting to work with. Different kinds of tasks have been assigned to students to get the opportunity to describe, analyse and reflect upon what they worked with.  Some of the challenges identified by the teachers are lack of time and the students’ different skill levels. More studies are required regarding the efficacy of using literature as a helping educational tool in English language learning from students’ views, in particular considering individual and linguistic improvement.

This study analyzes the impact of eighteenth-century commercialization on the evolution of the English and southern American landed classes with regard to three genteel leadership qualities--education, vocation, and personal characteristics. A simultaneous comparison provides a clearer view of how each adapted, or failed to adapt, to the social and economic change of the period. The analysis demonstrates that the English gentry did not lose a class struggle with the commercial ranks as much as they were overwhelmed by economic changes they could not understand. The southern landed class established an economy based on production of cash crops and thus adapted better to a commercial economy. The work addresses the development of class-consciousness in England and the origins of Virginia's landed class.

Henry VIII (28 June 1491 – 28 January 1547) served as King of England from 1509 until his death in 1547. A melancholic character, Henry was known for his many marriages, his temper, his bouts of tyranny, and his break with the Catholic Church. Most authors, even those writing contemporary accounts, portray Henry as a villain. Hilary Mantel paints Henry differently. In Wolf Hall and Bringing up the Bodies, the King is as he has always been; argumentative, sardonic, and excessive. However, Mantel chooses to augment these parts of his character with some of his better traits, giving the King a softer edge that is often lost to his actions and infamy. An analysis of Mantel’s writing, as compared to the historical record, sheds new light on Henry VIII and invites readers, through the joy of historical fiction, to be more open in their interpretation of the King.

In the late 1990s, several areas in Northwest of England were identified as suffering from social and economic deprivations with low housing demand, abandoned neighbourhoods, where local people and services have moved out. To address these problems, the HMR initiative was introduced by the Department of Communities and Local Government in 2003. Nine Pathfinders supported by the HMR Funds were established aimed at rebuilding communities through creating places where people want to live and work for the present and for future generations. This puts local communities at a centre of the programme and they should act themselves as agents for HMR. The Government has recognised that community engagement is vital to the success of the HMR process. What little written guidance is available from the Government for community engagement in the HMR process is inaccessible or unused in HMR. However, the local protests on the way that the HMR is being delivered suggest that local communities are not fully engaged, and highlights that the Pathfinders need the necessary skills for improving the engagement with local communities in the HMR process. The Egan report (which is further supported by the professionals in built environment) has recognised the need for considering new skills and ways of working in delivering sustainable communities. However, the report does not specifically address how these skills need to be allocated among different stakeholders. It also fails to describe the skills necessary to improve engagement with the communities. This study aims to critically appraise Government policies for community engagement practice in the HMR process, and investigate the skills needed for attaining the full level of community engagement in the HMR process. It explores the roles of key stakeholders and their levels of involvement in the community engagement process; barriers for attaining the full' level of community engagement; and the stakeholders' expectations from the engagement process that leads to the skills needs for improving the engagement of communities. The study applies qualitative research within a nested research methodology with two phases of case study design (an exploratory study at Elevate East Lancashire Pathfinder, Blackburn Borough Council and Bank Top; and a detailed case study in Bank Top, Blackburn). Rigorous data collection and analysis using Nvivo is employed. Research findings from the exploratory study confirm that local communities were poorly engaged in the HMR process. This stimulated a definition of the research questions. A framework for identifying the skills needed for attaining the full level of community engagement was further developed and applied for a new play area in Bank Top. Findings from the case study identify the skills needed for attaining the full level of community engagement in the HMR process aimed at consulting young people and show some engagement, but this did not really empower the community. This study generates new knowledge about the skills needs for attaining the full level of community engagement in the HMR process. This study also offers a methodological contribution that could be applied to a similar study for different community groups and different Pathfinder areas.

In the reading of the servants in examples from the period 1920-1950, the servant question is invoked to expose the workings of class. The servants in these narratives of Bowen, Green, Taylor, Waugh, Mansfield and Panter-Downes, lady’s maids, housekeepers, nannies, a butler and a chauffeur, are in thrall to the collective structures of societal ordering, and reluctant with respect to social mobility. Class was not fully being negotiated in this period, in fact little change was visible. Fer example intimacy, such as that between the lady’s maid and her mistress, meant that class confrontation was unlikely. The nanny showed that culturally constructed mechanisms such as nostalgia could be employed to discourage the desire for change. In terms of the socio-historical context any transformation in the make-up of domestic life – that is, the move towards homes without servants - was a fairly gradual business. But, there was a widespread belief in a change that had not really taken place – and that certainly had not taken place within domestic service. Any transformation of society was superficial; the governing ranks would not permit their disempowerment through genuine class change. I contend that the literature supports this perspective. Servants desire subservience; they find comfort in the familiarity of the system of household ranking-by-status. In the process, authority itself is portrayed as being less immutable, more malleable and thereby equipped for the future. In this sense the narratives read in this thesis go to make up a literature of resistance, in refutation of the overwhelming narrative of the time, progressing instead the notion that class must persist with its boundaries intact, as its hegemony is desirable and necessary for the smooth, successful operation of society.

Thesis (M.A.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 21, 2007) Includes bibliographical references.

This submission for a Master of Arts by research is comprised of a novel, 'Blue Collar, Red Dress' and a Critical Commentary. 'Blue Collar, Red Dress' is a work of fiction, based on my own experiences of growing up in Housing Commission flats in the 1960s. It is the story of Linda and Heidi, their friendship and their lives as they both make transitions across social classes, one through further education and the other through her work. Ultimately they both realise you cannot eradicate your past, but for one of them the journey ends in tragedy. The Critical Commentary, the theoretical component of the Masters, explores representations of class, and particularly Anglo working-class women, in a range of Australian women's novels from the 1930s to 1960s, and the 1970s to 1990s. My hypothesis is that these representations have taken on a particular focus, and sites of reference, due to the class background and experience of the writers themselves. This thesis involved using an range of qualitative research methods, including the use of both primary and secondary sources. The novel, whilst drawing on my own lived experience, also required historical and social research. The critical commentary was completed using more trdditional research including analysing a range of sources on class issues, analysing literary theory (particularly relating to class, race and gender), searching of literature data bases, and analysis of novels (and reviews of those novels) in the two key periods. I also referred to various sources regarding the background of the writers studied, including autobiographies and directories of Australian writers.

The aristocratic novel in the twentieth century depicts the successes and failures of the aristocracy's efforts to come to terms with the social realities brought about by contemporary egalitarianism. Although several of the novels discussed are written by aristocrats, the aristocratic novel as such refers to novels about the aristocracy as a social grouping. Seven authors are selected to represent fictional treatment of a class in crisis, struggling between decadence and resilience: V. Sackville-West, Evelyn Waugh, Nancy Mitford, Elizabeth Bowen, Molly Keane, L.P. Hartley and Emma Tennant. Sackville-West faces and chronicles the inevitable decay of her class, yet cannot refrain from mourning its gracious past. To her, the manor house symbolizes an ancient idyllic symbiosis between aristocrat and worker. To Evelyn Waugh, the aristocracy embodies the finest achievements of inherited English culture. He regards its decline as the crumbling of Christian civilization itself. Resilience against the rising proletariate lies in faith and a chivalrous other-worldliness associated with the old Catholic aristocracy. Mitford uses comedy to defend the ideals of service and honour which she sees undermined by vulgarity and mercantilism. She resists her opponents with lethal swipes of raillery. Bowen and Keane deal with the decline of the Irish Protestant Ascendancy. The heirs of the ascendancy have to cope with the paralysing bequest of a more vital past. Ironically, resilience lies in breaking with their heritage. Hartley appears to criticize the class structure, but his work reveals a fascination for the captivating myth of patrician life. Tennant, representing an aristocracy which has profited from the resurgence of wealth in Thatcherite Britain, is unsparingly caustic on the condition of her class. Her satiric writing presents an ethical resurgence that goes beyond the mere financial recovery of her society. The genre examined suggests a primal need among urbanized citizens for the myth of an heroic order. In the finest aristocratic novels, admiration for an imitable superior order is used to rally a consciousness of a venerable ethical establishment. What is threatened or lost is not merely wealth and privilege, but aristokratos - government by the best.
English Studies
D. Litt. et Phil. (English)

The purpose of my dissertation is to conduct an intertextual study of two fantasy texts — Alice in Wonderland by Victorian author Lewis Carroll, and Stardust by postmodern fantasy author Neil Gaiman — and their filmic re-visionings by Tim Burton and Matthew Vaughn respectively. In scrutinising these texts, drawing on insights from feminist, children’s literature and intertextual theorists, the actions of ‘growing up’ and ‘falling down’ are shown to be indicative of a paradoxical becoming of the text’s central female protagonists, Alice and Yvaine. The social mechanisms of the Victorian age that educate the girl-child into becoming accepting of their domestic roles ultimately alienate her from her true state of being. While she may garner some sense of importance within the imaginary realms of fantasy narratives, as these female protagonists demonstrate, she is reduced to the position of submissive in reality – in ‘growing up’, she must assume a ‘fallen down’ state in relation to the male.
English Studies
M.A. (English)