Classics and Class in Britain, 1789-1917

最近，我完成了一项研究，研究对象是1857年印度反抗英国统治的起义，以及1770年至1865年废除奴隶制的运动，研究结果表明，我们对经典与公民之间以社会阶级为标准的划分之间的历史关系的看法严重扭曲，因为关键的声音——工人阶级的声音——尚未被听到。现有的研究强调经典在社会排斥中的作用，特别是F. Waquet的“Le latin, ou L'empire d'un signe”（1998）和C. Stray的优秀的“Classics Transformed”（1998），但只使用精英资源研究知识文化和教育政策。我提议的研究有可能带来突破。它将通过在英国阶级冲突最尖锐和自我意识最强烈的时期咨询工人阶级本身，找出挑战主流图景的证据。这一假设在J. Boreil（1985年，编辑）的《Les Sauvages dans la cit<e:1>：人民的自我解放和对19世纪<s:1> <s:1>职业生涯的指导》和Jonathan Rose的《英国工人阶级的知识生活》（2001年）中对文学社区的挑衅方法中得到了证实。尽管古典文学不是这些研究的主要焦点，但它们表明，希腊和罗马作家在工人阶级作家的回忆录和文化作品中可能比通常认为的要多。我计划在三年内花25%的工作时间调查与英国工人阶级有关的收藏文件，其庞大的数量使全职研究助理必不可少。他/她必须具备经典方面的专业知识，以确定对希腊和罗马文化的反应。许多材料是由政治活动家，如合作运动，宪章运动，以及（后来的）独立工党和社会民主联盟的领导人提供的：我对古代社会阶级和接收的长期兴趣使我能够开发解码社会问题立场的技术，而我对劳工运动和成人教育史的兴趣使我成为世界劳工协会的积极成员。我的方法将借鉴希拉·罗博瑟姆在1981年的历史研讨会上提出的一种基于身份的方法来解读大学推广运动中工人对获取知识的反应，伯内特强调自传是一种自我呈现的形式，诚实可能会被其他动机所牺牲，以及伦哈特的《阶级的印记》（2006）；这为通过一般期望识别文本中工人阶级主体性的“扭曲”提供了一个模型。我在大伦敦地区确定了5个有前途的档案馆，在英格兰、威尔士、苏格兰和爱尔兰的其他地区确定了12个，在阿姆斯特丹确定了1个（见目标）。我正在申请资金，以支持我和我的RA在伦敦以外的地方旅行，住宿和生活一周（即每人13次研究旅行），并支付复印，扫描，打印，摄影和输出支持的费用。同意作为跨学科顾问小组成员参加AHRC奖的个人包括John Holford（教育史），Chris Stray（古典教育史），Jonathan Rose（书籍史），William Feaver（艺术历史学家和博物馆馆长），Adam Roberts（19世纪英国文学）和Jonathan Zeitlin（劳动历史和社会学）。我正在申请支持为期21天的8人研讨会，在第12个月和第24个月，以便提出分析和反馈的发现。提议的产出：一份载有精选材料介绍的重要评论版，一份调查结果的完整在线目录，通过在专门的教育资源频道（例如youtube.com.edu）上传到在线社区的3个讲座，一张CD、广播节目和专著。

Recent research I have completed on Classics-informed responses to the 1857 Indian uprising against British rule, and to the campaigns for the abolition of slavery 1770-1865, has revealed that our perception of the historical relationship between Classics and the divisions between citizens on the criterion of social class is badly distorted because the crucial voices--those of the working class--have yet to be heard. Existing studies stress the role played by Classics in social exclusion, notably F. Waquet's 'Le latin, ou L'empire d'un signe' (1998) and C. Stray's fine 'Classics Transformed' (1998), but use only elite sources on intellectual culture and educational policy. My proposed research has the potential to effect a breakthrough. It will identify evidence which challenges the prevailing picture by consulting working-class subjects themselves in the period when class conflict in Britain was most acute and self-conscious.The hypothesis has been informed by the provocative approach to literary communities in J. Boreil (1985, ed.), 'Les Sauvages dans la cité: auto-emancipation du people et instruction des prolétaires au XIXe siècle', and Jonathan Rose's 'The Intellectual Life of the British Working Classes' (2001). Although Classics is not the main focus of these studies, they suggest that Greek and Roman authors may have had a greater presence in the memoirs and cultural output of working-class writers than usually supposed. I plan to spend 25% of my work time for 3 years investigating the documents held in collections relating to the British working class, the sheer volume of which makes a full-time Research Assistant essential. S/he must possess expertise in Classics in order to identify responses to Greek and Roman culture. Many materials are by political activists such as leaders of the Co-operative movement, Chartism, and (later) the Independent Labour Party and Social Democratic Federation: my longstanding interest in ancient social class as well as Reception has enabled me to develop techniques for decoding standpoints on social issues, while my interest in Labour movement and adult education history has underpinned my active membership of the WEA. My method will be informed by Sheila Rowbotham's 1981 History Workshop formulation of an identity-based approach to reading the reactions of workers to the acquisition of knowledge in the University Extension movement, Burnett's emphasis on autobiography as a form of self-presentation where honesty may be sacrificed to other motives, and Lenhart's 'The Stamp of Class' (2006); this provides a model for identifying the 'distortion' of working-class subjectivity in texts through generic expectations.I have identified as promising 5 archives in the Greater London area, 12 in the rest of England, Wales, Scotland, and Ireland, and 1 in Amsterdam (see Objectives). I am applying for funds to support travel, accommodation and subsistence for myself and my RA for 1 week in those outside London (i.e. for 13 research trips each), and to cover the costs of photocopying, scanning, printing, photography, and output support. Individuals who have agreed to act in the event of an AHRC award as members of an interdisciplinary panel of consultants include John Holford (History of Education), Chris Stray (History of Classical Education), Jonathan Rose (History of the Book), William Feaver (Art Historian and Museum Curator), Adam Roberts (19th-century English Literature) and Jonathan Zeitlin (Labour History and Sociology). I am applying for support of 2x1-day workshops for 8 people, in months 12 and 24, in order to present findings for analysis and feedback. Proposed outputs: a substantial critical edition with Introduction of selected materials, a full online catalogue of the findings, 3 lectures made available to the online community by being uploaded on a dedicated education resource channel e.g. youtube.com.edu, a CD, radio programme and monograph.