Abstract
<jats:title>Abstract</jats:title> <jats:p> Charles Dickens’ general interest in education and educational reform is well known, but aside from <jats:italic>Hard Times</jats:italic> in particular his own knowledge of contemporary methods and discourses of teaching and learning has not been analysed in detail. In this chapter, Katie Wales illustrates examples of satirical manipulation in Dickens’ novels, especially <jats:italic>Hard Times</jats:italic> and <jats:italic>Dombey and Son,</jats:italic> drawing out some of the prevailing conceptual metaphors in pedagogic discursive practices. She shows how, through stylistic cues, he produces a humorous but damning critique of harmful teaching methods — a critique that stands the test of time. In the process, Wales’ detailed analysis forces a re-appraisal not only of Dickens’ own achievement as a satirist, but also of ideas of satire generally, and of conceptual metaphor theory itself. </jats:p>