An educational journey from the Victorian Age to the present day: 19th and 20th-century theories on student centrality with a case study on teaching Jane Eyre in high schools nowadays with diverse techniques

Abstract The first European mass education organisations appear in the 19th century, and this work focuses on the British system born under the reign of Queen Victoria. Institutions such as workhouses and boarding schools emerge, as well as the role of teachers and governesses. These elements are then explored in the fictional novel by Charlotte Brontë, Jane Eyre. As education is a process in fieri, throughout the centuries it has changed significantly, moving from being teacher-centred to student-centred. After a brief excursus on the main teaching currents of the 19th and 20th century which have contributed to making this shift possible (from Piaget to Bruner, to Greenspan) one practical example of a high-school English literature project is presented, where potentially all the main abilities, including social skills, are stimulated through the use of teaching techniques such as cooperative learning, game-based and project-based learning. The thesis aims to show how mixed teaching methods together with a continuous student engagement lead to a successful and memorable educational strategy.