Making Transitions in Fin-de-Siècle Girls’ School Stories, 1886–1906

Author(s):  
Beth Rodgers
2015 ◽  
Vol 4 (2) ◽  
pp. 113-135
Author(s):  
Lucila Mallart

This article explores the role of visuality in the identity politics of fin-de-siècle Catalonia. It engages with the recent reevaluation of the visual, both as a source for the history of modern nation-building, and as a constitutive element in the emergence of civic identities in the liberal urban environment. In doing so, it offers a reading of the mutually constitutive relationship of the built environment and the print media in late-nineteenth century Catalonia, and explores the role of this relation as the mechanism by which the so-called ‘imagined communities’ come to exist. Engaging with debates on urban planning and educational policies, it challenges established views on the interplay between tradition and modernity in modern nation-building, and reveals long-term connections between late-nineteenth-century imaginaries and early-twentieth-century beliefs and practices.


Author(s):  
Megan Coyer

If Blackwood’s helped to generate a recuperative medical humanism in the first half of the nineteenth century, what was its legacy? This ‘Coda’ turns to the fin de siècle to trace some key examples of a resurgence of the magazine’s mode of medical humanism at a time of perceived crisis for the medical profession, when many began ‘to worry that the transformation of medicine into a science, as well as the epistemological and technical successes of the new sciences, may have been bought at too great a price’....


2008 ◽  
Vol 1 (2) ◽  
pp. 125-138
Author(s):  
CLARE HOLLOWELL

This paper examines girls and power in British co-educational boarding school stories published from 1928 to 1958. While feminist scholars have hailed the girls’ school story as a site of potential resistance to constricting gender roles, the same can not be said of the co-educational school story. While the genres share many tropes and characterisation, the move from an all-female world to a co-educational setting allows the characters access to a narrower range of gender roles, and renders the female characters significantly less powerful. The disciplinary structures of the co-educational schools, mirroring those in real life, operate in a supposedly progressive manner that in fact removes girls from access to power.


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