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Record Nr. |
UNINA9910455497203321 |
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Autore |
Haslam Jason W (Jason William), <1971-> |
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Titolo |
Fitting sentences : identity in nineteenth-and twentieth-century prison narratives / / Jason Haslam |
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Pubbl/distr/stampa |
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Toronto, [Ontario] ; ; Buffalo, [New York] ; ; London, [England] : , : University of Toronto Press, , 2005 |
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©2005 |
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ISBN |
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1-282-02353-5 |
9786612023538 |
1-4426-7494-6 |
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Descrizione fisica |
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1 online resource (275 p.) |
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Disciplina |
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Soggetti |
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Prisoners' writings - History and criticism |
Identity (Psychology) |
Imprisonment - History - 19th century |
Imprisonment - History - 20th century |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Frontmatter -- Contents -- Acknowledgments -- Opening Statements -- PART ONE: The Carceral Society -- CHAPTER ONE. 'They locked the door on my meditations': Thoreau, Society, and the Prison House of Identity -- CHAPTER TWO. 'Cast of Characters': Problems of Identity and Incidents in the Life of a Slave Girl -- PART TWO: Writing Wrongs -- CHAPTER THREE. 'To be entirely free, and at the same time entirely dominated by law': The Paradox of the Individual in De Profundis -- CHAPTER FOUR. Positioning Discourse: Martin Luther King Jr's 'Letter from Birmingham City Jail' -- PART THREE: Prisons, Privilege, and Complicity -- CHAPTER FIVE. Being Jane Warton: Lady Constance Lytton and the Disruption of Privilege -- CHAPTER SIX. Frustrating Complicity in Breyten Breytenbach's The True Confessions of an Albino Terrorist -- Closing Statements / Opening Arguments -- Notes -- Works Cited -- Index |
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Sommario/riassunto |
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Fitting Sentences is an analysis of writings by prisoners from the |
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nineteenth and twentieth centuries in North America, South Africa, and Europe. Jason Haslam examines the ways in which these writers reconfigure subjectivity and its relation to social power structures, especially the prison structure itself, while also detailing the relationship between prison and slave narratives. Specifically, Haslam reads texts by Henry David Thoreau, Harriet Jacobs, Oscar Wilde, Martin Luther King, Jr., Constance Lytton, and Breyten Breytenbach to find the commonalities and divergences in their stories.While the relationship between prison and subjectivity has been mapped by Michel Foucault and defined as "a strategic distribution of elements" that act "to exercise a power of normalization", Haslam demonstrates some of the complex connections and dissonances between these elements and the resistances to them. Each work shows how carceral practices can be used to attack a variety of identifications, be they sexual, racial, economic, or any of a variety of social categories. By analysing the works of specific prison writers but not being limited to a single locale or narrow time span, Fitting Sentences offers a significant historical and global overview of a unique genre in literature. |
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2. |
Record Nr. |
UNISA996320717503316 |
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Autore |
Black Sandra E |
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Titolo |
Too Young to Leave the Nest : The Effects of School Starting Age / / Sandra E. Black, Paul J. Devereux, Kjell G. Salvanes |
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Pubbl/distr/stampa |
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Cambridge, Mass, : National Bureau of Economic Research, 2008 |
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Descrizione fisica |
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1 online resource : illustrations (black and white); |
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Collana |
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NBER working paper series ; no. w13969 |
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Classificazione |
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Altri autori (Persone) |
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DevereuxPaul J |
SalvanesKjell G |
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Soggetti |
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Education and Research Institutions |
Demographic Economics |
Wages, Compensation, and Labor Costs |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Sommario/riassunto |
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Does it matter when a child starts school? While the popular press seems to suggest it does, there is limited evidence of a long-run effect of school starting age on student outcomes. This paper uses data on the population of Norway to examine the role of school starting age on longer-run outcomes such as IQ scores at age 18, educational attainment, teenage pregnancy, and earnings. Unlike much of the recent literature, we are able to separate school starting age from test age effects using scores from IQ tests taken outside of school, at the time of military enrolment, and measured when students are around age 18. Importantly, there is variation in the mapping between year and month of birth and the year the test is taken, allowing us to distinguish the effects of school starting age from pure age effects. We find evidence for a small positive effect of starting school younger on IQ scores measured at age 18. In contrast, we find evidence of much larger positive effects of age at test, and these results are very robust. We also find that starting school younger has a significant positive effect on the probability of teenage pregnancy, but has little effect on educational attainment of boys or girls. There appears to be a short-run positive effect on earnings of beginning school at a younger age; however, this effect has essentially disappeared by age 30. This pattern is consistent with the idea that starting school later reduces potential labor market experience at a given age for a given level of education; however, this becomes less important as individuals age. |
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