Philology, Education, Democracy

Journal of Aesthetic Education 46.4 (Winter 2012): 57-69

13 Pages Posted: 2 Sep 2012 Last revised: 20 Feb 2013

See all articles by Rebecca Gould

Rebecca Gould

Professor, Islamic World & Comparative Literature, College of Arts & Law, University of Birmingham; Harvard University - Davis Center for Russian and Eurasian Studies

Date Written: 2012

Abstract

This essay examines recent arguments for a return to philology in liberal-arts education. I document how philology’s disciplinary heritage is inflected by economic and racial privilege and explore avenues for the liberation of philology from these legacies. The past and present entanglements of philology and elite knowledge are traced through Richard Wright’s initiation into the world of learning, the author’s experience teaching a literature-humanities core curriculum, and theorizations of the discipline from Gramsci to Auerbach to Harold Bloom.

Keywords: pedagogy, canonicity, humanities, public education, Gramsci

Suggested Citation

Gould, Rebecca Ruth, Philology, Education, Democracy (2012). Journal of Aesthetic Education 46.4 (Winter 2012): 57-69. Available at SSRN: https://ssrn.com/abstract=2140174

Rebecca Ruth Gould (Contact Author)

Professor, Islamic World & Comparative Literature, College of Arts & Law, University of Birmingham ( email )

College of Arts and Law
Birmingham, UK, Birmingham B15 2TT
United Kingdom
https://rrgould.hcommons.org/ (Fax)

HOME PAGE: http://www.birmingham.ac.uk/rebeccagould

Harvard University - Davis Center for Russian and Eurasian Studies ( email )

1730 Cambridge Street, 3rd Floor
Cambridge, 02138
United States

HOME PAGE: http://daviscenter.fas.harvard.edu/about-us/people/rebecca-gould

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