계몽된 여성과 하인: _권태_에 나타난 유약한 남성과 교육관계의 전복
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This essay examines the ways in which the representation of the idle, unstable man in Maria Edgeworth’s Ennui reverses gender and class assumptions implicit in its contemporary educational theories. While the Rousseauist model empowers male authority in female education, Daniel Defoe stresses the role the master plays as “Guides and Governors” in instructing the members of the household including servants and apprentices. This essay draws attention to the fact that the idle male protagonist, Lord Glenthorn, reveals his inability to teach his wife and his servants and is in fact educated by those considered as objects of reform―women, servants, and agents of his estate. Glenthorn’s lack of intellectual cultivation and his antipathy to fulfill his role as a mentor and master poses a serious threat to his authority at home and ultimately abroad, effecting a reversal of the expected educational relationships. In the subversion of gender and class relations, cultivated and enlightened women and servants are presented as moral educators, who would carry out Glenthorn’s reformation. Through her rewriting of the educational model, Edgeworth envisions a future where women and servants with a cultivated reason will play a pivotal role as educator, while criticizing the lack of attention paid to education of men and the idle rich.
Abstract
This essay examines the ways in which the representation of the idle, unstable man in Maria Edgeworth’s Ennui reverses gender and class assumptions implicit in its contemporary educational theories. While the Rousseauist model empowers male authority in female education, Daniel Defoe stresses the role the master plays as “Guides and Governors” in instructing the members of the household including servants and apprentices. This essay draws attention to the fact that the idle male protagonist, Lord Glenthorn, reveals his inability to teach his wife and his servants and is in fact educated by those considered as objects of reform―women, servants, and agents of his estate. Glenthorn’s lack of intellectual cultivation and his antipathy to fulfill his role as a mentor and master poses a serious threat to his authority at home and ultimately abroad, effecting a reversal of the expected educational relationships. In the subversion of gender and class relations, cultivated and enlightened women and servants are presented as moral educators, who would carry out Glenthorn’s reformation. Through her rewriting of the educational model, Edgeworth envisions a future where women and servants with a cultivated reason will play a pivotal role as educator, while criticizing the lack of attention paid to education of men and the idle rich.
참고문헌 (17)
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