Asset Details
Do you wish to reserve the book?
Teaching Howards End to the Basts: Class Markers in the Classroom, and in the Bourgeois Novel1
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Teaching Howards End to the Basts: Class Markers in the Classroom, and in the Bourgeois Novel1
Do you wish to request the book?
Teaching Howards End to the Basts: Class Markers in the Classroom, and in the Bourgeois Novel1
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Teaching Howards End to the Basts: Class Markers in the Classroom, and in the Bourgeois Novel1
2003
Overview
At our next meeting, I circulated a brief handout that simply describes demographic and lifestyle characteristics (parents' educational levels and careers, housing location and type, and a few details to suggest degree of economic security) for \"five Nazareth College students I've known,\" carefully selected and presented to suggest typical class fractions and backgrounds, so my students are likely to recognize versions of themselves and their friends somewhere on the list. Even for those students willing to admit (to themselves or to the class) that their backgrounds were working class, I found that they, like most Americans today, saw themselves, today and into the future, as solidly middle class, entirely irrespective of their actual living conditions. all of the standard American mythology about mobility and a classless society stood in the way of our discussion of class's structuring role in the lives of Forsters characters, and in our own, making it hard to even approach the questions I had begun with, about the ideological underpinnings of Forsters characterization. [...]for all the (necessary) deflation of one's dreams of radical and radicalizing pedagogy that such comments inevitably provoke, for me the larger feeling evoked by the experience of teaching Howards End to the Basts is hopeful. Since that somewhat fumbling effort to help students understand ideologies of class using the example of ideologies of gender, I've become a bit more conscious and controlled in my efforts to work through, or around, student resistance to thinking about class, in literature and our lives. 7 stand each year upon six hundred pounds, and Helen upon the same...and all our thoughts are the thoughts of six-hundred-pounders\" NOTES: 1 This essay began as a presentation at the Modern Language Associations 2001 Radical Caucus panel on teaching the bourgeois novel; I'm grateful to the organizers of that panel, the other panelists and the audience, as well as to Radical Teachers board member readers, for suggestions about the paper.
