Jane Gardam: religious writer

This thesis examines the work of the award-winning contemporary English short story and novel writer Jane Gardam. It proposes that much of her achievement and craft stems from her engagement with religion. It draws on Gardam’s published works from 1971 to 2014 including children’s books and adult novels. While Gardam has been reviewed widely, there is little serious critical appreciation of her fiction and there are misreadings of the influence of religion in her work. I therefore analyse the religious dimensions of her stories: the language, stylistics and hermeneutic of Gardam’s three religious influences, namely the Anglo-Catholic, Benedictine and Quaker movements and how she sites them within her work. The thesis proposes lectio divina, arguably an ancient form of contemporary reader-response criticism, as a framework to describe the Word’s religious agency when embedded or alluded to in fiction. It also considers and applies critical discussion on the medieval concept of the aevum, a literary religious space. Finally, I suggest that religious writing such as Gardam’s has a place in the as yet unexplored ‘poetic’ strand of Receptive Ecumenism, a new movement that seeks to address reception of the Word between members of different faith communities. Having examined many aspects of Gardam’s writing, its history and potential, I conclude that her achievement owes much to her engagement with particular and divergent forms of religious life and practice.

Reading Pitscottie's Cronicles: a case study on the history of literacy in Scotland, 1575-1814

This thesis addresses a range of research questions regarding literacy in early modern Scotland. Using the early modern manuscripts and printed editions of Robert Lindsay of Pitscottie’s late sixteenth-century 'Cronicles of Scotland' as a case study on literacy history, this thesis poses the complementary questions of how and why early modern Scottish reading communities were encountering Pitscottie’s 'Cronicles', and how features of the material page can be interpreted as indicators of contemporary literacy practices. The answers to these questions then provide the basis for the thesis to ask broader socio-cultural and theoretical questions regarding the overall literacy environment in Scotland between 1575 and 1814, and how theorists conceptualise the history of literacy. Positioned within the theoretical groundings of historical pragmatics and ‘new philology’ – and the related approach of pragmaphilology – this thesis returns to the earlier philological practice of close textual analysis, and engages with the theoretical concept of mouvance, in order to analyse how the changing ‘form’ of Pitscottie’s 'Cronicles', as it was reproduced in manuscript and print throughout the early modern period, indicates its changing ‘function’. More specifically, it suggests that the punctuation practices and paratextual features of individual witnesses of the text function to aid the highly-nuanced reading practices and purposes of the discrete reading communities for which they were produced. This thesis includes extensive descriptive material which presents previously unrecorded data regarding twenty manuscripts and printed witnesses of Pitscottie’s 'Cronicles', contributing to a gap in Scotland’s literary/historiographical canon. It then analyses this material using a transferable methodological framework which combines the quantitative analysis of micro-data with qualitative analysis of this data within its socio-cultural context, in order to conduct diachronic comparative analysis of copy-specific information. The principal findings of this thesis suggest that Pitscottie’s 'Cronicles' were being read for a combination of devotional and didactic purposes, and that multiple reading communities, employing highly nuanced reading practices, were encountering the text near-contemporaneously. This thesis further suggests that early modern literacy practices, and the specific reading communities which employ them, should be described as existing within a spectrum of available practices (i.e. more or less oral/aural or silent, and intensive or extensive in practice) rather than as dichotomous entities. As such, this thesis argues for the rejection of evolutionary theories of the history of literacy, suggesting that rather than being described antithetically, historical reading practices and purposes must be recognised as complex, coexisting socio-cultural practices, and the multiplicity of reading communities within a single society must be acknowledged and analysed as such, as opposed to being interpreted as universal entities.