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Doing Homework: Negotiations of the Domestic in Twentieth-Century Novels of Teaching Margaret M

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Doing Homework: Negotiations of the Domestic in Twentieth-Century Novels of Teaching Margaret M Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2002 Doing homework: negotiations of the domestic in twentieth-century novels of teaching Margaret M. Watson Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the English Language and Literature Commons Recommended Citation Watson, Margaret M., "Doing homework: negotiations of the domestic in twentieth-century novels of teaching" (2002). LSU Doctoral Dissertations. 756. https://digitalcommons.lsu.edu/gradschool_dissertations/756 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. DOING HOMEWORK: NEGOTIATIONS OF THE DOMESTIC IN TWENTIETH-CENTURY NOVELS OF TEACHING A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of English by Margaret Meredith Watson B.A., Wofford College, 1996 May 2002 ©Copyright 2002 Margaret Meredith Watson All rights reserved ii ACKNOWLEDGEMENTS This dissertation is about teachers, and I owe its existence to a great number of teachers of various kinds. A huge thank you must go to my own formal teachers, those wonderfully gifted individuals who gave generously of their time and talents in order that I might be able to develop a few of my own. This dissertation would never have been written without the tremendous guidance of my director, Michelle Massé. Were it not for the patience with which she waited for my ideas to evolve, the care with which she read and critiqued my writing, and the encouragement with which she surrounded me during every phase of my graduate career, I would have long ago abandoned the idea of completing this project. A big enough thank you to her cannot be expressed. I am also indebted to my other committee members: Rick Moreland’s class on education in literature, as well as his feedback during the early stages of my writing, were enormously useful in helping me focus my ideas; the feedback of Pat McGee in the later stages of writing has helped me identify how I might further refine those ideas in later revisions; and consultations with Petra Munro, as well as her class on curriculum theory, provided me with countless resources that augmented my understanding of the history and practice of education. Family members are of course the earliest and most influential of teachers, and I have been blessed to be surrounded by a family who has loved and nurtured me both intellectually and emotionally. Dad, Kay, Mark, Susan, and Beth, I thank you for your interest in my work, your words of encouragement during those times when I thought I’d never finish, and most importantly the loving example you set through your own teaching and mentoring. iii Peers and friends are also valuable teachers. The CC’s Coffee gang, though it disbanded after only one year, still lives on in fond memories of balmy weekend nights and discussions of feminism over café au lait. Beth, Stefanie, Ellen, and Meredith: you are truly inspirational women, and your friendship is precious to me. I thank you for what you have taught me about strength, passion, generosity, and humor. Judi and Ted, I can’t thank you enough for your support throughout this process. You graciously listened to revision after revision (after revision) of my thinking on the project, and perhaps even more importantly, you kept me laughing through three years of dissertation writing. The first four years of my graduate work were funded through a fellowship from the Graduate School at Louisiana State University. I thank LSU for this financial support. The final year of my dissertation writing was supported through a fellowship from the Spencer Foundation. I am, of course, thankful for its monetary support of my work, but I also appreciate the connections it has allowed me to forge with other scholars interested in the improvement of education. These people have served as inspiration and motivation for me, for they have renewed my hope that the practice of education in this country can be made more productive, more just, and more humane. I marvel at my good fortune in becoming associated with this exceptional Foundation. Finally, many, many thanks go to Dan Barrett, my closest partner in exploring the world, and also my most cherished friend. I am grateful to live in a world so full of wonderful places, people, and ideas, yet without your companionship, discovering them wouldn’t be nearly as much fun as it’s been. Thank you for all of your efforts to support me over the last three years; your patience and encouragement have been especially invaluable. I love you, and I look forward to enjoying a lifetime of learning with you. iv TABLE OF CONTENTS ACKNOWLEDGEMENTS .……………………………………………………………..iii ABSTRACT ....……………………………………………………………………….….vi INTRODUCTION GETTING SITUATED (OR, ESTABLISHING A HOME BASE) ...………..……1 SECTION I PRESERVING DOMESTIC TRANQUILITY (OR, KEEPING THE “ANGEL IN THE SCHOOL”) .....………………….…….26 The Blackboard Jungle…………………………………………………..27 Good Morning, Miss Dove …….………………………………………...59 To Sir, With Love ……………….……………………………………….95 SECTION II CONFRONTING DOMESTIC VIOLENCE (OR, WHERE’S THE “ROOM” IN “HOMEROOM”?)………………………...113 Spinster …………………………..…………………………………….114 The Prime of Miss Jean Brodie …..…………………………………….148 SECTION III REDEFINING THE DOMESTIC INTERIOR (OR, DOING SOME HOME RENOVATIONS) …………………………….......162 Up the Down Staircase ………………………………………………...164 Election.……...…………………………………………………………196 EPILOGUE LOOKING BACKWARD, THINKING FORWARD (OR, YOU CAN GO HOME AGAIN) …….……………………………………..221 REFERENCES…………………………………………………………………….…...224 VITA ..………………………………………………………………………………….232 v ABSTRACT In this project, I analyze seven twentieth-century novels of teaching in order to investigate how notions of “home” and “school” are constructed, connected, and perpetuated in popular teaching narratives. Images of teachers in much of this century’s fiction often rest on views of the school as home that are derived from stereotypes of gender, race, and nationality—stereotypes that can be both inaccurate and repressive. For this reason, I examine these texts in light of how they negotiate school space with domestic space (“domestic” both as personal or familial, and as public or national). I contend that many of these narratives offer little more than simplistic, nostalgic views of what “home/school” space can be, and even fewer question the very equation of “school as home.” In those narratives that do probe the school/home connection, the teacher- protagonists often fail to emerge as the sentimental heroes that the teachers of the more conventional novels prove to be. Nevertheless, I argue that the most promising depictions of teachers and their work are those that acknowledge and engage the rich complexities of “home” and its (sometimes problematic) relation to the classroom, for the very tensions and conflicts that problematize the school’s classification as a domestic “safe haven” are the very tools that can facilitate growth, learning, and self-discovery. The approach for my analysis draws from feminist and cultural studies, as well as educational history. The works I discuss include the following: The Blackboard Jungle; Good Morning, Miss Dove; To Sir, With Love; Spinster; The Prime of Miss Jean Brodie; Up the Down Staircase; and Election. vi INTRODUCTION GETTING SITUATED (OR, ESTABLISHING A HOME BASE) Home and school, school and home. The answer lies in that relation. —From Jane Tompkins’ A Life in School: What the Teacher Learned In early December, 1999, just as I was beginning to work on this project, a story about a schoolteacher from Fayetteville, North Carolina was occupying the attention of the American news media. Jane Smith had announced that she would be donating one of her kidneys to14-year-old Michael Carter, a student of hers at R. Max Abbott Middle School. Just days after her announcement, CNN, CBS, ABC, and NBC’s morning shows, as well as Fox News, Inside Edition and Extra, had all contacted Smith in hopes of telling her story. More interesting than the sheer volume of the coverage, however, was the spin that the story received from most news writers and producers. Virtually all of the reports went beyond acknowledging the generosity of Smith’s act to sentimentalizing her role as Carter’s teacher and holding up the story as an exemplar of the lengths to which teachers will go to serve their students. Typical of such sentimentality is the following passage from a December 15 article in the online edition of the Fayetteville newspaper: [Smith] has always gone the extra mile for her students, buying them supplies if they needed them, giving them rides and going to events if it was important to them. But that makes her no different from most teachers, she said. “I think a lot of people don’t understand how far teachers go for their students,” she said. She hopes what she’s doing will persuade others to donate their body parts to people in need of them. (Jones) 1 Although Smith’s advocation of organ donation in the last paragraph is not targeted at teachers alone, it seems more than coincidental that this call for bodily sacrifice immediately follows her observation about the degree to which teachers serve their students. The juxtaposition of the two quotations, in fact, suggests that “teaching” and “donating body parts” must bear some logical connection. This connection is made explicit in an online December 26 letter to the editor, written by a local member of the Board of Commissioners: “If Cumberland County has such an award as ‘Citizen of the Year,’ I could think of no one who would be any more deserving than Jane Smith.
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