Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335011
Title: A study of the influence exerted by the British Shakespeare industry on the educational and critical reproduction of Shakespeare in South Africa.
Author: Johnson, David Wayne.
Awarding Body: University of Sussex
Current Institution: University of Sussex
Date of Award: 1993
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Abstract:
Using Shakespeare as a representative figure, I examine the pol itlcal mission of Engl ish studies in South Africa from the nineteenth century to the present day. The primary material is Shakespeare criticism and teaching guides produced in South Africa and England throughout the period. There Is an attempt to connect Shakespeare criticism and teaching both to its historical context and to current debates about the teaching of Engl ish I iterature in South Africa. Chapter One introduces the central concerns and the structure of the thesis. In Chapter Two, the criticism produced in the Cape Colony in the first half of the nineteenth century is discussed in terms of how it presents the social function of imaginative literature. Chapter Three concerns the second half of the nineteenth century, and includes an extended reflection on the connections between Social Darwinism and the invention of Engl ish studies. In Chapter Four, Sol Plaatje's tribute to Shakespeare in Israel Gol lancz's A Book of Homage to Shakespeare (Oxford, 1916) provides the basis for exploring different ways in which the relationship between colonial subject and metropol itan culture has been formulated. Chapter Five surveys the 1930s, with arguments concerning the relation of sub-cultures to the Iiterary canon structuring discussion of how the relation to Shakespeare was negotiated by different South African critics of the period. Chapter Six looks at the 1950s, examining the opposition between Shakespeare and apartheid constructed by Iiberal critics during this period. Chapter Seven covers the period from 1976 to the present, and focuses on travelling theory, exploring the passage of post- 1968 radical Iiterary theory from the West to Engl ish departments in South Africa. In the Conclusion, I consider the prospects for Engl ish studies at both schools and universities in a post-apartheid South Africa.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.335011  DOI: Not available
Keywords: Literature Literature Mass media Performing arts Education History
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