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Teaching Howards End to the Basts; Class Markers in the Classroom, and in the Bourgeois Novel
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Teaching Howards End to the Basts; Class Markers in the Classroom, and in the Bourgeois Novel
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Journal Article
Teaching Howards End to the Basts; Class Markers in the Classroom, and in the Bourgeois Novel
2004
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. In responding to that earlier version of this essay, the board member readers for Radical Teacher rightly suggested that an essay like this one would benefit from more direct quotation of student voices, a suggestion I've mostly been unable to address, because the idea of writing about this particular teaching experience only came to me some months after completing the semester. [...]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. NOTES: 1 This essay began as a presentation at the Modern Language Association's 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 Teacher's board member readers, for suggestions about the paper.
