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Disciplinary School Spaces and Student Rebellions in Children’S and Young Adult School Stories

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Disciplinary School Spaces and Student Rebellions in Children’S and Young Adult School Stories “Stones Can Make People Docile”: Disciplinary School Spaces and Student Rebellions in Children’s and Young Adult School Stories Anah-Jayne Markland A Dissertation Submitted to the Faculty of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Graduate Program in Humanities York University Toronto, Ontario February 2019 © Anah-Jayne Markland, 2019 ii Abstract School Stories is a subgenre within children’s and young adult literature in which the school environment is the main and most pivotal site of action. Typically, student characters are socialized by their school experience to be responsible future adult citizens who will seamlessly fit within the hegemonic structures of their society. However, there is a stream within the school story subgenre in which the school space is oppressive and attempts to crush students into conformity. While a few studies have been conducted on the school story subgenre, there has yet to be significant attention paid to stories which are critical of institutional educational practices, or any that focus on how the material, physical, and architectural representation of school spaces facilitates students’ empowering or oppressive experiences. This dissertation attempts to fill this gap by examining school stories that feature oppressive school environments by considering how the spatial properties contribute to the disciplinary structures of school spaces to create student oppression. The present study focuses on stories with oppressive school spaces and questions the ideological structures these stories attempt to break down; the new structures they suggest be put in their place; the desired/imagined futures of institutionalized education these narratives express; and if, or how, implied readers are invited to internalize and enact these changes. To do this, I employ Michel Foucault and Henri Lefebrve’s theories on disciplinary space, Michel de Certeau’s arguments regarding individual resistances to disciplinary spaces, and affect theory to examine characters’ emotional responses stimulated by the school space. Within school stories that feature oppression, the disciplinary organization of the school space directly influences the interactions of bodies within the space, and it is student characters’ interactions with one another, and with adults in positions of authority, that elicit constrained and oppressive experiences. Student characters in this study rebel and resist the evasive net of discipline that those in positions of authority employ to order the school space and manipulate the student bodies housed within. Through the resistance of fictional students, these narratives recommend to child and youth readers non-conformist and even revolutionary attitudes that imagine students as the means of achieving changes to their various hegemonic societies. iii Dedication To Justin Markland and Carla Samuelson And to Wallace, who was beside me at every stage and deserves his own honorary doctorate iv Acknowledgements It has taken a community to keep me focused and energized throughout this PhD. First and foremost, I humbly thank Dr. Cheryl Cowdy for taking me on as her first Ph.D. student. Dr. Cowdy was generous with her time and energy, and she always coupled criticism with kindness. Thank you to my committee members Dr. Peter Cumming and Dr. Aparna Tarc for their hours of careful reading and words of support. Thanks to York University for awarding me the Provost Dissertation Scholarship that enabled me a full year to focus solely on writing my dissertation. Thank you to the Osborne Collection of Early Children’s Literature in the Lillian Smith Library for granting me access to hundreds of Victorian and Edwardian school stories that set the foundation for my study. Thank you to Katie Thorgeirson and Laura Orizzonte for the countless Skype dates, dinners, coffees, and glasses of wine that kept me sane and reminded me there is life outside academia. To Vanessa Evans, my York spouse, I thank for patiently listening to me talk through the writing roadblocks and celebrating all my PhD milestones. I owe thanks to my entire extended family for supporting me, and who self-consciously limited the number of times they asked when the dissertation would be finished. Thank you to Sylvia Fuchek, whose blind faith in my abilities made me believe I could do anything. I thank my mother, Carla Samuelson, who made sure I had everything I needed to succeed—cans of “emergency” soup for when I got sick, filling my Toronto apartment with wine and flowers, and mailing me a new computer when mine spontaneously combusted. Thank you to my husband, Justin Markland, who was nothing but supportive of me pursuing my PhD, even though it meant we would live at opposite ends of the country for four years. v Table of Contents Abstract ........................................................................................................................................... ii Dedication ...................................................................................................................................... iii Acknowledgements ........................................................................................................................ iv Introduction ..................................................................................................................................... 1 The School Story ......................................................................................................................... 5 Origins of the School Story Genre .......................................................................................... 9 The Continuation and Expansion of School Stories ............................................................. 15 Predecessors to the Current Study ........................................................................................ 20 Sources and Methodology ......................................................................................................... 24 Foucault, the Body, and Discipline: Stones Can Make People Docile ................................ 25 Space as Physical, Ideological, and Symbolic Reality ......................................................... 28 Affect Theory ......................................................................................................................... 35 Which School Stories are Considered: Outline of Project ........................................................ 37 Chapter One: Safe Rebellions in British Public-School Stories ................................................... 45 Student Life Before Public School ........................................................................................... 49 “Proud to be a Rugby Boy” .................................................................................................. 49 Early Childhood Sections ..................................................................................................... 51 Beholding the School Space .................................................................................................. 56 Disciplinary Structures that Organize the Public-School Space ............................................... 61 Partitions and the House System .......................................................................................... 61 Students Discipline Themselves: The Prefect and Fagging Systems .................................... 63 Safe Rebellions ......................................................................................................................... 68 Fag Strikes ............................................................................................................................ 69 The Danger of Secret Societies ............................................................................................. 74 Public-School Runaways ...................................................................................................... 77 Exceptions to Safe Rebellions? ............................................................................................. 80 Conclusion ................................................................................................................................ 82 Chapter Two: “It Explain Us to Ourselves” ................................................................................. 84 World War I and School Stories ............................................................................................... 90 A Call to Arms ....................................................................................................................... 90 Young Adults Challenge the Public-School Space ................................................................... 95 Lunn’s Machiavellian Education .......................................................................................... 95 The Tyranny of the Bloods .................................................................................................... 98 Peter’s Machiavellian Domination ..................................................................................... 100 Waugh’s Reading Rebellion ................................................................................................ 103 Gordon’s Early Education .................................................................................................. 106 vi Gordon’s Transformative Reading Experience .................................................................
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