How does CB take us inside Jane Eyre‟s childhood consciousness? Why <strong>and</strong> how is Jane different from o<strong>the</strong>r children? Why might CB want to construct such a character? What might psychoanalytic or biographical approaches bring to <strong>the</strong> text? What are <strong>the</strong> drawbacks? How does our reading of feminist or post-colonial criticism such as Gilbert <strong>and</strong> Gubar, or Spivak impact on our underst<strong>and</strong>ing of Jane Eyre? What role does religion play in <strong>the</strong> text? Why is education an important <strong>the</strong>me in <strong>the</strong> novel? What is troubling about <strong>the</strong> relationship between Rochester <strong>and</strong> Jane? Tuesday 24 th July: Jane Eyre DVD viewing of Jane Eyre, followed by reviews <strong>and</strong> discussion. Wednesday 25 th July: Jane Eyre Individual presentations on Jane Eyre. Thursday 26 th July: O<strong>the</strong>r <strong>Brontës</strong> Group split up into smaller sections to read excerpts from o<strong>the</strong>r Brontë works, AB‟s The Tenant of Wildfell Hall, EB‟s Wu<strong>the</strong>ring Heights <strong>and</strong> EB‟s poetry. Discussion of differences <strong>and</strong> similarities between CB <strong>and</strong> AB/EB in terms of style <strong>and</strong> <strong>the</strong>me. Friday 27 th July: Field trip Suggested fur<strong>the</strong>r reading on <strong>the</strong> <strong>Brontës</strong>: Nancy Armstrong, Desire <strong>and</strong> Domestic Fiction: A Political History of <strong>the</strong> Novel (1987) Rachel K. Carnell, „Feminism <strong>and</strong> <strong>the</strong> Public Sphere in Anne Brontë‟s The Tenant of Wildfell Hall, Novel 30:1 (1996), 32-55 Christina Colby, The Ends of History: Victorians <strong>and</strong> <strong>the</strong> ‘Woman Question’ (1991) Stevie Davies, Emily Bronte: The Artist as a Free Woman (1983) Terry Eagleton, Myths of Power: A Marxist <strong>Study</strong> of <strong>the</strong> <strong>Brontës</strong> (1975, 2nd ed 1988) Elizabeth Gaskell, The Life of Charlotte Brontë (1857) Janet Gezari, Last Things: Emily Brontë’s Poems (OUP, 2008) Hea<strong>the</strong>r Glen, ed., Cambridge Companion to <strong>the</strong> <strong>Brontës</strong> (2002) S<strong>and</strong>ra Gilbert <strong>and</strong> Susan Gubar, The Madwoman in <strong>the</strong> Attic: The Woman Writer <strong>and</strong> <strong>the</strong> Nineteenth-Century Literary Imagination (1979). John Maynard, Charlotte Brontë <strong>and</strong> Sexuality (1984) Elsie Michie, “From Simianized Irish to Oriental Despots: Heathcliff, Rochester, <strong>and</strong> Racial Difference.” Novel 25 (1992): 125-40 Julia Miele Rodas, „“On <strong>the</strong> Spectrum”: Rereading Contact <strong>and</strong> Affect in Jane Eyre‟, Nineteenth- Century Gender Studies 4: 2 (2008) Lucasta Miller, The Brontë Myth (2001) Julie Nash <strong>and</strong> Barbara A. Suess, eds. New Approaches to <strong>the</strong> Literary Art of Anne Brontë (Aldershot: Ashgate, 2001) Lorri N<strong>and</strong>rea, „Desiring Difference: Sympathy <strong>and</strong> Sensibility in Jane Eyre‟, in Novel: a forum on fiction 37 (2003), 112-134 M. Jeanne Peterson, „The Victorian Governess: Status Incongruence in Family <strong>and</strong> Society‟, in Martha Vicinus, ed., Suffer <strong>and</strong> Be Still: Women in <strong>the</strong> Victorian Age (1972) Mary Poovey, Uneven Developments: The Ideological Work of Gender in Mid-Victorian Engl<strong>and</strong> (London: Virago, 1989). Ch1 on „Uneven Developments‟ is interesting, as is Ch 5 on „The Ana<strong>the</strong>matized Race: The Governess <strong>and</strong> Jane Eyre‟ Sally Shuttleworth, Charlotte Brontë <strong>and</strong> Victorian Psychology (1996) Gayatri Chakravorty Spivak, „Three Women‟s Texts <strong>and</strong> a Critique of Imperialism‟ Critical Inquiry 12:1 (1985), 243-261 Marianne Thormälen, The <strong>Brontës</strong> <strong>and</strong> Religion (1999) 4
Week 2 assessment: C. 3 rd Assessment: Individual Presentations The assessment for <strong>the</strong> second week will be through an individual presentation given on Day 7. This will be set up on Day 5 when <strong>the</strong> <strong>Brontës</strong> are introduced. There may be some class time devoted to preparation for this task, but it will be necessary for students to spend more time on this outside class. Presentations must be on some aspect of Jane Eyre, although <strong>the</strong> specific focus of <strong>the</strong> presentation is up to each student. 5
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