000			02191 a2200385 4500
001			1138275441
005			20250317100410.0
008			250312042016GB eng
020			_a9781138275447
037			_bTaylor & Francis _cGBP 52.99 _fBB
040			_a01
041			_aeng
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100	1		_aKathryn M. Moncrief
245	1	0	_aPerforming Pedagogy in Early Modern England _bGender, Instruction, and Performance
250			_a1
260			_aOxford _bRoutledge _c20161116
300			_a264 p
520			_bPerforming Pedagogy in Early Modern England: Gender, Instruction, and Performance features essays questioning the extent to which education, an activity pursued in the home, classroom, and the church, led to, mirrored, and was perhaps even transformed by moments of instruction on stage. This volume argues that along with the popular press, the early modern stage is also a key pedagogical site and that education”performed and performative”plays a central role in gender construction. The wealth of sixteenth- and seventeenth-century printed and manuscript documents devoted to education (parenting guides, conduct books, domestic manuals, catechisms, diaries, and autobiographical writings) encourages examination of how education contributed to the formation of gendered and hierarchical structures, as well as the production, reproduction, and performance of masculinity and femininity. In examining both dramatic and non-dramatic texts via aspects of performance theory, this collection explores the ways education instilled formal academic knowledge, but also elucidates how educational practices disciplined students as members of their social realm, citizens of a nation, and representatives of their gender.
700	1		_aKathryn R. McPherson _4B01
999			_c2261 _d2261