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Literary Tricksters As Mediators of Changing Gender Roles in Early Modern London

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Literary Tricksters As Mediators of Changing Gender Roles in Early Modern London UNIVERSITY OF CALIFORNIA, MERCED A Bag of Tricks: Literary Tricksters as Mediators of Changing Gender Roles in Early Modern London A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Interdisciplinary Humanities by Rhea Riegel Committee in charge: Professor Susan Amussen, Chair Professor Katherine Steele Brokaw Professor Gregg Camfield Professor Sholeh Quinn 2020 Copyright Rhea Riegel, 2020 All rights reserved The Dissertation of Rhea Riegel is approved, and it is acceptable in quality and form for publication on microfilm and electronically: ________________________________________________________________________ Professor Katherine Steele Brokaw ________________________________________________________________________ Professor Gregg Camfield ________________________________________________________________________ Professor Sholeh Quinn ________________________________________________________________________ Professor Susan Amussen, Chair University of California, Merced 2020 iii Table of Contents Acknowledgements ............................................................................................. v Curriculum Vitae ............................................................................................... vi Abstract ............................................................................................................. xi Chapter 1: Introduction ...................................................................................... 1 Chapter 2: Robin Goodfellow ............................................................................ 34 Chapter 3: Moll Cutpurse, the Roaring Girl .................................................... 72 Chapter 4: City Comedies City Tricks, or Middleton’s Men and More ......... 101 Chapter 5: Captain James Hind, Highwayman ............................................ 160 Chapter 6: Mary, Mary, Quite Contrary ........................................................ 197 Chapter 7: Conclusion ..................................................................................... 238 Bibliography .................................................................................................... 253 iv Acknowledgements This work draws heavily on the collections of the Huntington Library, which includes a great many of the printed works that form the core sources for my research. I am grateful to the staff in Reader Services for their help during the research phase of this project. During the research stage of this dissertation I was supported by a fellowship generously donated by the Center for the Humanities at UC Merced. I would like to thank Susan Amussen, then director of the Center for the Humanities, and the fellows of the Center for the lively intellectual exchange, particularly following my presentation of early versions of part of the material at the Merced Seminar for the Humanities. That material eventually became chapters 2 and 3. Subsequently, I was supported by the Graduate Dean’s Dissertation Fellowship, which allowed me to focus solely on writing during my one of my final terms at the university. I am deeply grateful for the support offered by my committee members, Dr. Katherine Steele Brokaw (UC Merced, English), Dr. Gregg Camfield (UC Merced, Vice Provost for the Faculty), and Dr. Sholeh Quinn (UC Merced, History). I am especially grateful to Dr. Susan Amussen, my advisor and committee chair, who encouraged me throughout this project. v Curriculum Vitae Education PhD, Interdisciplinary Humanities, 2020 Dissertation: A Bag of Tricks: Literary Tricksters as Mediators of Changing Gender Roles in Early Modern London University of California, Merced Advisor: Susan Amussen Committee: Katherine Brokaw, Gregg Camfield, Sholeh Quinn Online Teaching Certification, 2012 @One Project for California Community Colleges, onefortraining.org Certified to iNACOL National Standards for Quality Online Teaching MA, English Literature, 1990 Northwestern University Thesis: Robin Hood’s Mirror: The Changing Face of Robin Hood in English Literature Advisor: Martin Mueller BA, Vocal Music, 1978 Ball State University Academic Employment 2012-2020 Teaching Assistant / Teaching Fellow University of California, Merced 2018 Lecturer, Merced College, Merced CA 2006–present Lecturer, University of Phoenix, Fresno, CA and online 2001-2012 Institutional Research Coordinator State Center Community College District, Fresno CA Grants, Awards, And Fellowships 2018 Graduate Dean’s Dissertation Fellowship University of California, Merced 2014-2015 Center for Humanities Graduate Fellow University of California, Merced Conference Presentations October 2015 “Moll Cutpurse: Trickster and Roaring Girl” Sixteenth Century Conference, Vancouver BC vi April 2014 “Robin Goodfellow and Moll Cutpurse: Trickster Figures in Early Modern English Literature” University of California, Merced Graduate Students Conference June 2009 “How Did I Do? Reflections of a New Online Instructor” California Community College Online Teaching Conference, Aptos CA Courses Taught Teaching Assistant Advanced Shakespeare (1 section) Discovery of the political, religious, and social contexts that shaped Shakespeare’s plays. Emily Dickinson and Friends (1 section) Examination of the poems of Emily Dickinson; for majors. History of Colonial Latin America (1 section) Discussion section focusing on use of primary sources to gain an understanding of the colonization of Latin America; for majors and non-majors. Introduction to Philosophy (2 sections) Introduction to the main areas of philosophy using classic and contemporary sources, with a consideration of central problems in philosophy; for non-majors. Jane Austen and Popular Culture (1 section) Explores Austen’s contribution to literary and cultural history and her enduring popularity through an examination of her novels and a study of their adaptations; for non-majors. Literature after 1945 (2 sections) Introduces students to postcolonial and postmodern literature and theory that signifies, plays with, and forms an inter-textual relationship with narratives they will have encountered in the English survey sequence. For majors and non-majors. Literature of California (1 section) Examination of California’s immigrant / migrant realities and economic turbulence through literature, with an exploration of the notion of a canonical literature focused on the state; for majors and non-majors. Medieval and Renaissance English Literature (1 section) Examination of English literature from Beowulf to Milton; for majors. vii Political Anthropology (1 section) Exploration of state formation and political authority, social inequality, conflict, and indigenous responses to colonialism and the nation-state; for majors. Topics in World History: Colonial Latin America (1 section) Discussion section focusing on use of primary sources to gain an understanding of the colonization of Latin America; for majors and non-majors. World History to 1500 (3 sections) Discussion sections for survey of world history to 1500; for majors/non- majors. World History from 1500 to the Present (4 sections) Discussion sections for survey of world history from 1500 to the present; for majors/non-majors. Primary Instructor Introduction to Literature (29 sections) Thematic exploration of imaginative literature and essays; for non- majors. Introduction to the Humanities from the Renaissance to the Present (4 sections) Introduction to the arts through their expression in dominant themes of western culture; for non-majors. Media Influences on American Culture (4 sections) Introduction to forms of media that influence social, business, political, and popular culture in contemporary America; part of a first-year course sequence. Assessment and Evaluation in Adult Learning (1 section) Fundamentals of varied classroom assessments and evaluation models; for masters-level students. College Prep English: Reading (1 section) Introduces students to text-based reading at four levels below transfer. Critical Reading and Composition (6 sections) This course develops the reading, writing, and critical thinking skills that are essential for academic and life success. Rhetoric and Research (2 sections) This course extends practice in critical reading, writing, and thinking. Emphasis is given to developing an effective writing process that considers audience and rhetorical purpose. viii University Composition and Communication I (10 sections) First of two courses addressing key elements of effective academic writing, beginning with prewriting strategies and building to drafting and writing essays; part of a first-year course sequence. Online and traditional formats. University Composition and Communication II (10 sections) Second of two courses addressing key elements of effective academic writing, addressing rhetorical modes and use of sources; part of a first- year course sequence. Online and traditional formats. Introduction to Research for College Writing (2 sections) Introduction to the academic research process, with emphasis on analysis, evaluation, and documentation of sources. The Research Paper (9 sections) Online course introducing the development of the academic research paper. Effective Essay Writing (19 sections) Development of basic academic writing skills with an emphasis on application of writing strategies, development of paragraph and sentence structure, and use of evidence to support arguments. Online and traditional formats. Beginning Business Communication (18 sections)
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