Reforming children : the pedagogy, commerce, and politics of childhood in the early modern French world

dc.contributor.advisorHardwick, Julie 1962-
dc.contributor.committeeMemberFrazier, Alison
dc.contributor.committeeMemberLevack, Brian
dc.contributor.committeeMemberOlwell, Robert
dc.contributor.committeeMemberBizer, Marc
dc.contributor.committeeMemberKamil, Neil
dc.creatorGossard, Julia Morrow
dc.date.accessioned2018-12-13T17:07:08Z
dc.date.available2018-12-13T17:07:08Z
dc.date.created2015-08
dc.date.issued2015-08
dc.date.submittedAugust 2015
dc.date.updated2018-12-13T17:07:09Z
dc.description.abstract“Reforming Children” reconfigures the history of childhood in early modern France by considering children as actors as well as subjects. Using “childhood” as a central category for historical analysis, this dissertation reveals that social reform was not a strictly top-down process mandated by the state. Instead, social reform hinged on children’s compliance and defiance as they passed through educational programs in charity schools, hospital-orphanages, and colonial schools. Embedded in these institutions were complex relationships that intertwined children with commerce, work, subjecthood, state formation, and Catholic morality. Unpacking these networks and relationships, this dissertation asserts that childhood was a formative period of development and that children, especially poor children, played fundamental, active roles in society, politics, and economics. As key sources of labor, as future taxpayers, as potential criminals, as prospective colonial subjects, and as future parents, children were a central focus for civic and religious authorities as well as their own families. Through these educational programs, authorities attempted to create a new generation of loyal, industrious workers, with children’s actions essential to achieving this goal. “Reforming Children” refocuses attention on the importance of childhood experience and the centrality of children to the early modern state, collective community, family and kinship networks, regional commerce, and general social welfare. In addition to examining metropolitan children and educational institutions in cities like Lyon and Paris, “Reforming Children” also looks at children in the wider French world in Louisiana, New France, Siam, and the Ottoman Empire, placing children in a wide early modern global context. With such a large geographical scope, this dissertation argues that whether in the colonies, in the metropolitan cities, in the workshops, in the Church, or in the home, children were cruxes of French imperial strategy.
dc.description.departmentHistory
dc.format.mimetypeapplication/pdf
dc.identifierdoi:10.15781/T2WW77K7N
dc.identifier.urihttp://hdl.handle.net/2152/71572
dc.language.isoen
dc.subjectChildhood
dc.subjectFrance
dc.subjectEarly modern
dc.subjectEducation
dc.subjectPedagogy
dc.subjectHistory
dc.subjectEarly modern France
dc.subjectSocial reform
dc.subjectChildren
dc.subjectSocial history
dc.subjectSeventeenth century
dc.subjectEighteenth century
dc.subjectSixteenth century
dc.subjectSchool
dc.subjectNew France
dc.subjectFrench colonies
dc.titleReforming children : the pedagogy, commerce, and politics of childhood in the early modern French world
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentHistory
thesis.degree.disciplineHistory
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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