“The production of aesthetic or narrative form is to be seen as an ideological act in its own right, with the function of inventing imagery or formal ‘solutions’ to unresolvable [sic] social contradictions” (Jameson, 1981, p. 79). By attempting to reveal the social commentary and the juxtaposition of transformation into a monster with transformation into an adult, this phenomenological textual study of vampire fiction may help to explain how vampire fiction may engage students in the reading of literature in the secondary alternative English classroom. As a qualitative phenomenological study, the final dissertation is a narrative report including the culmination of the literature review with connections between social, economic, and political events with vampire fiction. The relevance of Victorian vampire fiction is further explored and the final dissertation reveals whether or not the teaching of vampire fiction in secondary English classrooms will be pertinent or practical.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/02, Dissertation Abstracts International|
|Subjects:||Folklore, British and Irish literature, Curriculum development|
|Keywords:||Alternative education, Vampire fiction, Victorian literature|
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