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Record W231820862

The Empire Strikes Back: Dickens on the Rioting Colonists

2005· article· en· W231820862 on OpenAlexaboutno aff
Patrick J. McCarthy

Bibliographic record

VenueNineteenth century prose · 2005
Typearticle
Languageen
FieldArts and Humanities
TopicPostcolonial and Cultural Literary Studies
Canadian institutionsnot available
Fundersnot available
KeywordsEmpireColonialismBritish EmpireHistoryNothingSubject (documents)Ancient historyLawPhilosophyPolitical scienceArchaeology
DOInot available

Abstract

fetched live from OpenAlex

Grace Moore, Dickens and Empire: Discourses of Class, Race and Colonialism in the Works of Charles Dickens (The Nineteenth Century Series) (Hampshire, England: Ashgate Publishing, 2004), 210 pp. + xii, $89.95, cloth. Among major Victorian writers we think more readily of Thackeray and Kipling than of Dickens in connection with the British Empire, or as reflecting on British colonialism or on its control of huge areas of the world. Dickens did not consider the Empire in any general sense. He said nothing directly about it as a source of wealth, problematic or not, and writes only once (I believe) of Britain's holding a country by force. (Pilgrim Letters, v11, 267) In his letters he mentioned the Empire as such just three times in all. The colonies to be sure had their uses. He was interested for example in emigration. Two of his sons went to Australia, two more to India, and one of the latter went on to Canada. He and Mrs. Coutts set up Urania Cottage with the express purpose of sending the residents abroad, mostly to Australia. They did so responsibly, looking into such things as the demand for British labor there. In his fiction Dickens moves characters to and from the colonies. But as for pondering the vast range of Empire, from New Zealand to India, Canada, tropical and southern Africa, and, yes, Ireland, Dickens does not do so, and does not pay attention unless colonial rule is threatened by uprisings and riots. Where then is Ms. Moore's subject? It emerges from the confluence of these uprisings and riots with Dickens' views of British government, with his concern for the poor and downtrodden, and his deep fears of mob violence. Two of these elements change as their contexts change. The latter two are comparatively fixed and unchanging and may be considered first. Dickens's passionate concern for the English masses, for their being kept in poverty and virtual slavery, resonates in and is deepened by what he learns of English colonial practice among the subject peoples. But once those peoples rise in retaliative fury, Dickens draws back however much he agrees with the need for reform. For him, as for almost all his middle- and upper-class contemporaries, class and racial violence stirred conservative fears. The French Revolution and its echoes through Europe and at home were never far from the national imagination. Established England countenanced no tendency toward violence anywhere, even to aid the poor and the underclasses. If vigorous repressive measures needed to be resorted to, so be it. During Dickens' lifetime such violence and repression focused British attention on three widely separated colonies: India, Jamaica, and Ireland. Seen from the heights of time and generalization, a pattern of common elements can be made out. In each country a long misused class or race of people burst out in retaliative fury, India most notably at Cawnpore in 1847, Jamaica in 1865, Ireland, also most notably, in 1867. In the first two cases private corporations, the East India Company and the agricultural interests of Jamaica, were protected by standing British garrisons with more to be called upon to restore order and the status quo. Irish violence, closest to home, spilled over into England with the attack on Clerkenwell prison. Home forces and the legal system reacted rapidly, suppressing it and punishing its leaders, not always with punctilious care. Having chosen to write a book on this topic, Grace Moore has another problem. Neither Dickens nor the British at large gave the risings anything like equal attention. To bring them together early on, she sets out an extended theoretical argument on the formation of national identity and creation of the Racial Other. She argues from them that British assumptions toward themselves as rulers and toward the colonies as ruled fall into recognizable patterns. Thereafter fully ninety percent of the book is given over to British relations with India and roughly five percent each to Jamaica and Ireland. …

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How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.002
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.107
Threshold uncertainty score0.213

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0010.002
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.001
Science and technology studies0.0130.008
Scholarly communication0.0070.005
Open science0.0010.003
Research integrity0.0030.004
Insufficient payload (model declined to judge)0.0090.001

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.026
GPT teacher head0.227
Teacher spread0.201 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2005
Admission routes1
Has abstractyes

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