“I was radically both” Girls Reading Gender in 19th Century GCSE English Literature Set Novels

This thesis presents a study of the perceptions of pupils and teachers of GCSE English Literature concerning their experiences of learning and teaching the 19th century novel requirement. It includes a theoretical discussion of the ways in which ‘power’ can be conceptualised (Foucault, 1976a; 2020b, Hearn, 2004 and Connell, 1995), as well as context concerning neoliberalism and Girlboss feminism. Additionally, the opening chapters provide context for the development of the National Curriculum for English Literature, including political context and an overview of the forms of culture in relation to the English literary canon. I also draw upon and provide detail concerning Cox’s Five Models of English (HMSO, 1989).The research strategy for this study is presented in the following two chapters, with a detailed account of the pilot phase included. The main study is composed of focus group data involving twenty-eight pupil participants, and nine responses to follow-up questionnaires. Three in-depth interviews were collected from teachers of English to add a staff perspective. Analysis of the data then follows, where the concept of “Radically Both” applies to the ways that pupil participants read gender in 19th century novels, and how their teachers must balance multiple factors in order to facilitate successful lessons. In conclusion, recommendations for future changes to the priorities of the National Curriculum for English Literature are made, and an argument presented for including Cox’s Models (HMSO, 1989) more prominently within the framework for GCSE English Literature.