19세기 영국의 여성교육과 사회문화 담론: 조지 엘리엇을 중심으로
Women's Education and the Socio-Cultural Discourse in Nineteenth-Century England: Focusing on the Case of George Eliot
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This paper explores the socio-cultural discourse related to women's education in nineteenth-century England, especially during the 1860s, because the socio-cultural discourse can reflect and transform the contemporary social ideology of gender. During the nineteenth century, this ideological formulation was unequal and uneven, both in the sense of being experienced differently by individuals who were positioned differently within the social formation by gender and class, and in the sense of being articulated differently by the different institutions, discourses, and practices that it both constituted and was constituted by. I argue the effect and influence of the women’s movement for women’s equal education as human beings, focusing on the personal experience of George Eliot and the establishment of Girton College at the University of Cambridge, the first university-associated women's college in the UK. Women’s bodily characteristics, brain-size and menstruation, were the core of the socio-cultural discourse. Most Victorians were concerned with the continuity of humankind, because they thought that the stressful repression of women due to their intellectual training resulted in a decrease of child-bearing in nineteenth-century England. However, many Victorian feminist pioneers for women’s education, such as John Stuart Mill, Emily Davies, Barbara Bodichon, the Shirreff sisters, had pursued the project of a women’s college with the same intellectual curriculum as the men’s colleges and, finally in 1869, Girton College at the University of Cambridge was established. George Eliot exceptionally supported the idea of women's education based on gender equality, while she had doubts about supporting other issues in the women's movement in nineteenth-century England. In short, during the 1860s, in mid nineteenth-century England, the socio-cultural discourse of Darwinian evolution theory had exerted a powerful influence on Victorian society and it brought the tragic ending of Maggie's life in The Mill on the Floss as the most popular example of an intellectual woman/girl in nineteenth-century England.
Abstract
This paper explores the socio-cultural discourse related to women's education in nineteenth-century England, especially during the 1860s, because the socio-cultural discourse can reflect and transform the contemporary social ideology of gender. During the nineteenth century, this ideological formulation was unequal and uneven, both in the sense of being experienced differently by individuals who were positioned differently within the social formation by gender and class, and in the sense of being articulated differently by the different institutions, discourses, and practices that it both constituted and was constituted by. I argue the effect and influence of the women’s movement for women’s equal education as human beings, focusing on the personal experience of George Eliot and the establishment of Girton College at the University of Cambridge, the first university-associated women's college in the UK. Women’s bodily characteristics, brain-size and menstruation, were the core of the socio-cultural discourse. Most Victorians were concerned with the continuity of humankind, because they thought that the stressful repression of women due to their intellectual training resulted in a decrease of child-bearing in nineteenth-century England. However, many Victorian feminist pioneers for women’s education, such as John Stuart Mill, Emily Davies, Barbara Bodichon, the Shirreff sisters, had pursued the project of a women’s college with the same intellectual curriculum as the men’s colleges and, finally in 1869, Girton College at the University of Cambridge was established. George Eliot exceptionally supported the idea of women's education based on gender equality, while she had doubts about supporting other issues in the women's movement in nineteenth-century England. In short, during the 1860s, in mid nineteenth-century England, the socio-cultural discourse of Darwinian evolution theory had exerted a powerful influence on Victorian society and it brought the tragic ending of Maggie's life in The Mill on the Floss as the most popular example of an intellectual woman/girl in nineteenth-century England.
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