Anxieties of Education in Anglophone Settler-Colonial Schoolhouse Gothic

我的项目考察了1960年后美国、澳大利亚和加拿大电影和文学中的校舍哥特式（SG）流派。正如哥特体裁通常“在文化压力时期重新出现，以便为其读者协商焦虑”（Hurley 2002）一样，SG在雪莉·r·特鲁芬（Sherry R. Truffin）的哥特体裁理论（2008）中将教育机构视为对西方教育焦虑的场所。SG网站是小学/小学和高中，大学和其他教育场所，作者使用哥特式的设备-诅咒，陷阱，精神瓦解，怪物和暴力-来叙述制度压迫的形式。我的比较研究在三个移民-入侵者语境中建立了文化焦虑与SG生产之间的联系。分析美国、澳大利亚和加拿大原住民、移民、殖民和其他遗产的作家/电影制作人的作品，产生了第一个多国范围的SG作品的研究。本研究借鉴了劳拉·唐纳森在其开创性作品《米兰达情结》（1988）中对“压迫的同时性”的理解，采用了后殖民主义、女权主义的阅读政治。因此，这些作品的重要背景是由第二波和第三波女权主义和土著教育实践的文化适应意识所引起的文化紧张局势：这些运动促使人们重新评估教育实践和60年代后的认识论框架。这些话语的实施造成了紧张，我称之为“教育焦虑”。移民-入侵者社会一直利用教育来维护精英阶层，实施土著种族灭绝，并通过抹去和重写历史记忆来免除国家的责任。但是，在后殖民研究领域中，定居者-侵略者的文化生产经常被误解，因为在后殖民研究领域中，定居者-殖民国家的起源比被占领的殖民地要少一些暴力。然而，近几十年来的研究表明，在定居者-殖民背景下，由于“土著人口的多数地位被消除”和通过民族主义话语将定居者本土化，“所发生的暴力往往更大”（Johnston and Lawson 2003; Slemon 1990; Moss 2003）。我的工作很重要，因为它通过强调他们对SG叙事中明显的教育实践的影响，将定居者-入侵者遗产带到前台。研究电影和文学将使我能够展示SG叙事的多样性，证明该类型在流行文化中的普遍性，并通过视觉和文本叙事以及两者之间的改编来描绘SG在公众意识中的更广泛影响。诺丁汉大学的研究设施、领先的跨学科美国和加拿大研究部门、M4C的支持性技能讲习班和丰富的研究活动将支持和加强我的学习。

My project examines the Schoolhouse Gothic (SG) genre in post-1960 American, Australian and Canadian film and literature. Just as the Gothic genre generally "re-emerges in times of cultural stress in order to negotiate anxieties for its readership," (Hurley 2002) so SG treats educational institutions as sites of anxiety about Western education in Sherry R. Truffin's theorisation of the genre (2008). SG sites areprimary/elementary and high schools, universities, and other educational settings in which authors employ Gothic devices-curses, traps, mental disintegration, monstrosity and violence-to narrate forms of institutional oppression. My comparative study forges connections between cultural anxieties and SG production in three settler-invader contexts.Analysing American, Australian and Canadian works by authors/filmmakers from Indigenous, settlercolonial and other heritages, produces the first study of a multinational range of SG works. This study employs a postcolonial, feminist politics of reading in light of Laura Donaldson's understanding of the "simultaneity of oppression" in her seminal "The Miranda Complex" (1988).Vital contexts for these works are thus the cultural tensions arising from second- and third-wave feminism and dawning awareness of acculturating Indigenous educational practice: movements which prompt a re-evaluation of educational practice and epistemological frameworks in the post-1960's period. Implementation of these discourses create tensions I call "anxieties of education." Settler-invader societies have persistently used education to uphold elitist hierarchies, enact Indigenous genocide and absolve states from responsibility by erasing and rewriting historical memory. But settler-invader cultural production has often been misinterpreted in the field of postcolonial studies, which treats settler-colonial nations as having less violent origins than colonies of occupation. However, work in recent decades has shown that in settler-colonial contexts "the violence done was often greater" due to "the elimination of the majority status of the indigenous population" and the indigenisation of settlers through nationalist discourse (Johnston and Lawson 2003; Slemon 1990; Moss 2003). My work is important because it brings settler-invader heritages to the fore by stressing their impact on the educational practices that are evident in SG narratives. Studying both film and literature will enable me to demonstrate the diversity of SG narratives, attesting to the genre's pervasiveness within popular culture and to chart SG's wider impact within public consciousness through visual and textual narratives and adaptations between the two.The University of Nottingham's research facilities, leading interdisciplinary American and Canadian Studies department and M4C's supportive skills workshops and wealth of research activity will support and enhance my study.