Relevant bibliographies by topics / Bildungsroman. eng

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Academic literature on the topic 'Bildungsroman. eng'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Bildungsroman. eng"

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Sardella-Ayres, Dawn, and Ashley N. Reese. "Where to from Here?" Girlhood Studies 13, no. 1 (March 1, 2020): 33–49. http://dx.doi.org/10.3167/ghs.2020.130104.

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In this article, we seek to articulate a genre theory-centered definition of girls’ literature, and interrogate its subgenre, the girl’s bildungsroman, as contextual, cultural sites of rhetoric regarding girls and girlhood. By exploring English-language North American girls’ literature, we identify it within a framework of genre as social action, tracing the protagonists’ maturation into the socially determined roles of wife and mother. We explore the ways in which the girl’s bildungsroman follows a home-away-home model, but with the end result of socially acceptable community integration, rather than the boy’s bildungsroman’s culmination in heroic independent identity via quests and adventures.
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Okolo, Ifeyinwa Genevieve. "Creating a Bildungsroman from a Collage." Matatu 48, no. 1 (2016): 192–204. http://dx.doi.org/10.1163/18757421-04801013.

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The essay re-reads all of the stories in Shimmer Chinodya’s collection Can We Talk and Other Stories as one entity—a collage—that establishes the framework of a bildungsroman. Here, the exploration of the bildungsroman is limited to the tracing of levels/stages of growth and is extended to the protagonist’s adult life, against the traditional early years of life. From the opening story, of a three-year-old protagonist looking at the adult world through the stories of different protagonists who grapple with different stages of life, to the last story, of an embittered husband in a dysfunctional marriage, the collection strongly suggests a conscious arrangement conveying a sense of a coming of age, both individual and national. In essence, at the end of reading the collection, there is a strong indication that the different situations of the lives of the different protagonists of the eleven stories in the collection build up to yield a unified sense of growth.
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Mullen, Mary L. "Untimely Development, Ugly History:A Drama in Muslinand the Rejection of National-Historical Time." Victoriographies 3, no. 2 (November 2013): 161–83. http://dx.doi.org/10.3366/vic.2013.0130.

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This article considers the politics and aesthetics of the colonial Bildungsroman by reading George Moore's often-overlooked novel A Drama in Muslin (1886). It argues that the colonial Bildungsroman does not simply register difference from the metropolitan novel of development or express tension between the core and periphery, as Jed Esty suggests, but rather can imagine a heterogeneous historical time that does not find its end in the nation-state. A Drama in Muslin combines naturalist and realist modes, and moves between Ireland and England to construct a form of untimely development that emphasises political processes (dissent, negotiation) rather than political forms (the state, the nation). Ultimately, the messy, discordant history represented in the novel shows the political potential of anachronism as it celebrates the untimeliness of everyday life.
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Choi, Sun Ryoung. "The End of Bildungsroman and Jean Rhys’s Voyage in the Dark." Hankuk University of Foreign Studies Literature Studies 77 (February 28, 2020): 9–26. http://dx.doi.org/10.22344/fls.2020.77.01.

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Rooney, Monique. "Kenneth Lonergan’s networked Bildungsromane: Howards End (2017) and Margaret (2011)." Textual Practice 34, no. 12 (October 27, 2020): 2037–54. http://dx.doi.org/10.1080/0950236x.2020.1834707.

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Laskin, Emily. "Geography, Genre, and Narrative in Kipling's Kim." Novel 54, no. 1 (May 1, 2021): 43–64. http://dx.doi.org/10.1215/00295132-8868779.

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Abstract This article examines Kipling's 1901 novel Kim in light of the period's contemporary geopolitical events, arguing that the novel imagines both the end of the British Empire and a utopian state in which empire is static and eternal. The essay uncovers a parallel between the geographic regions on India's periphery, toward which the novel's action drives but which it never ultimately reaches, and two “developmental genres,” the picaresque and the bildungsroman, which the novel holds in tension. It argues further that whereas earlier studies of Kim and the bildungsroman have explained Kim's thwarted temporality as a novel about a period newly unmoored from the stabilizing concept of the nation-state, they do not account for the politicized space of Kipling's South Asia. This article shows that just as temporal development was becoming more open-ended and abstract, spatial development in the non-European world was becoming increasingly circumscribed. Kim therefore requires not just a youthful hero and a deferred Bildung but also an unreachable region—Central Asia, to India's north—and a thwarted picaresque narrative in order to represent the newly burgeoning globalized order.
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Castle, Gregory. "'Terrible queer creatures at the latter end of the world': Joyce's A Portrait and the Global Bildungsroman." Dublin James Joyce Journal 9, no. 1 (2016): 1–29. http://dx.doi.org/10.1353/djj.2016.0001.

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M. Al-Shraah, Bassam. "The Bildungsroman Tradition: The Philosophical Maturation of Jack Burden in All the King’s Men." Advances in Language and Literary Studies 8, no. 5 (November 2, 2017): 145. http://dx.doi.org/10.7575/aiac.alls.v.8n.5p.145.

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This paper aims to sketch out the transformation that Jack Burden—the main character in the novel—had gone through. With all the political leanings in Warren’s All the king’s Men, Jack burden seems to have had developed his own theories of dealing with life and people all through his life. He has always suffered an inferiority complex, rendering himself unworthy of being a real human being. This paper claims that Jack’s philosophical transformation has passed through three distinct phases; he had changed from a carefree idealist to a man of moral responsibility much similar to a Bildungsroman style of character maturation. Difficult times that Jack Burden has gone through caused his awakening at the end of the novel ushering his maturation
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Wang, Zhu. "Die Zwei Welten des Zauberbergs: Castorps Transzendenz als „inward transcendence“." arcadia 56, no. 1 (June 1, 2021): 65–81. http://dx.doi.org/10.1515/arcadia-2021-9016.

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Abstract Thomas Mann’s Novel, The Magic Mountain, is characterized by the opposition of two distinct worlds. A comparative study of various novels that share the ‘two worlds’ motif demonstrates to us that the existence of the two worlds plays an essential role in the Bildungsroman. The experience with the new possibilities of life at the sanatorium has given Hans Castorp, the hero of The Magic Mountain, the access to the ideal world. Towards the end of the novel, Castorp has denied the material understanding of death, love and disease that constitutes the world of reality and has thus attained an inward transcendence, which, as Ying-shih Yü argues, characterizes the Chinese intellectual world. Mann’s conception of Bildung as pointing to socialization, which is exemplified by Castorp’s transformation, is apparently opposed to the notion of Bildung as individualization. What is implied in Castorp’s integration into the historical context, the war, is far from a failure of the Bildung, but the noblest form of its triumph.
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Vandertop, Caitlin. "Peripheral Urbanism, Imperial Maturity, and the Crisis of Development in Lao She's Rickshaw and Mulk Raj Anand's Coolie." Novel 52, no. 3 (November 1, 2019): 369–85. http://dx.doi.org/10.1215/00295132-7738542.

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Abstract The theory of combined and uneven development has provided a new interpretive framework for studies of the novel in recent years, opening up connections between the central premise that capitalism produces an “amalgam of archaic with more contemporary forms” and modernist experiments with narrative time. This article locates antidevelopmental narratives in the uneven culture of the peripheral metropolis, focusing on two twentieth-century urban novels: Lao She's Rickshaw (1936–37) and Mulk Raj Anand's Coolie (1936). Tracing the journeys of migrant workers engaged in informal labor in Peking (Beijing) and Bombay (Mumbai), respectively, the novels juxtapose the visual cultures of colonial modernization with everyday, arresting experiences of poverty and precarity on the city streets. In staging the untimely deaths of their rickshaw-pulling protagonists, they not only interrupt individual developmental trajectories but also challenge the progressive telos underpinning discourses of “imperial maturity” in their respective cities. Central to this challenge is the rickshaw itself, as both a symbol of uneven development and a vehicle that literally and metaphorically drags the protagonists back, bringing an abrupt end to the journey to maturity and, consequently, to the narrative arc of the bildungsroman. In this way, the novels' proto-postcolonial formal interventions are grounded in the visible unevenness of their urban settings.
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Dissertations / Theses on the topic "Bildungsroman. eng"

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Petit, Simone. "O processo de aprendizagem e as epifanias em Os anjos, de Teolinda Gersão /." São José do Rio Preto : [s.n.], 2009. http://hdl.handle.net/11449/94179.

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Orientador: Maria Heloisa Martins Dias
Banca: Maria Lúcia Outeiro Fernandes
Banca: Susanna Busato
Resumo: O presente trabalho propõe o estudo da obra Os anjos (2000), da escritora portuguesa Teolinda Gersão, para focalizar a trajetória das personagens femininas que protagonizam o enredo e o conjunto de experiências epifânicas oriundas desse percurso, o que as direciona rumo a uma libertação identitária. Em vista disso, parte-se dos pressupostos teóricos da narrativa de aprendizagem também denominada Bildungsroman, a fim de se investigar como ocorre a sua inovação perante o histórico dessa modalidade na literatura portuguesa com enfoque no sujeito feminino. Nesse processo, constatam-se os elementos pertinentes do gênero em questão e, na análise da estrutura narrativa e das unidades temáticas presentes na obra, argumenta-se em torno da visão feminina, ou seja, do olhar das duas personagens-protagonistas na busca de uma adaptação ao mundo exterior sem que se privem da autoestima ou aceitem a imposição de valores socioculturais. Assim, neste trabalho, reflete-se também sobre o domínio da linguagem e a possibilidade da releitura do discurso persuasivo do outro como elementos agenciadores de desestruturação dos meandros ideológicos contidos na falácia social e descobertas epifânicas a serem decifradas no processo de autoconhecimento dessas personagens.
Abstract: The following thesis proposes to study the novella The Angels (2000), by the Portuguese author Teolinda Gersão, in order to focus on the development of the protagonist female characters of the narrative and the set of epiphany experiences originated from such development, which lead them to their identity liberation. Starting on the theoretical basis of the "novel of formation", also called Bildungsroman, the innovations in the genre of this Portuguese Literature mode are investigated, through the focus on the female subject. In this process, the elements of the genre are observed, as well as the analysis of the narrative structure and the theme units present in the novella. The feminine point of view is discussed, that is, the two main characters and their search for an adjustment to the world they are in, without the loss of their self-esteem, nor the acceptance of the impositions of social and cultural values. Furthermore, this thesis shall reflect about the language domination and the possibility of a re-reading of the persuasion discourse of the 'other' as elements that allow the destructuration of the ideological meanders belonging to the social fallacy, through the process of self-knowledge experienced by these characters.
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Wildt, Birgit Hedwig. "A voyage in and out of arts-based business education : Der Bildungsroman — ein Aktualisierungsversuch." Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/a-voyage-in-and-out-of-artsbased-business-education(8af98ff7-1e41-4c56-a233-1f2eb41d824a).html.

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This thesis sets out to examine the ‘lived out’ (but largely hidden) challenges for lecturers undertaking arts-based approaches (ABA) in business education, based on my own experience of introducing ABA as a management lecturer. It explores the ‘real’ and ‘virtual’ realities of being an artist / management lecturer struggling within the complex context of a business school environment. ‘Reliving’ my experience through artistic practice, I apply arts-based research (ABR) to create a representation in the form of autobiographic fiction writing, or more specifically a Bildungsroman, the novel of education or formation, titled ‘Maxim’. Over and above my primary intention to explore the challenges for lecturers in adopting arts-based business education (ABBE) (Objective 1), the thesis critically considers how ABR can be undertaken to help identify, explain and share a feeling for these challenges (Objective 2). Particular attention is given to how the Bildungsroman is employed as a specific and appropriate method for achieving these aims. In response to the thesis’s first objective, I demonstrate how ABA, which often sit uncomfortably within traditionally oriented business education practices, can cause challenges at intellectual, institutional and, in particular, personal levels. The thesis highlights the difficulties in, and resistance to, codifying the rationale and benefits of ABA in terms that are, in effect, obligatory in a business education context. In response to the second objective, the thesis demonstrates how the potential strengths of ABR, including the Bildungsroman, can help identify, explain and share a feeling for such challenges through painting an intellectual and emotional landscape that exposes the otherwise hidden reality of working in a business education context. The Bildungsroman form allows images to develop that affect (through sensual meaning) and effect (through engagement). As an emerging artwork, the thesis communicates not only ‘what is’, but also what might become through undertaking artistic practice. It indicates a progression towards a ‘becoming’ present in the form of a textual métissage suggesting the possibility of valuable new spaces for inquiry in ABBE through ABR.
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Ever, Selin. "The Modernist Bildungsroman: End of Forms Most Beautiful." Diss., 2013. http://hdl.handle.net/10161/7260.

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This dissertation explores the modernist novel's response to the Bildungsroman. Through extensive close readings of the three modern versions of the genre -- In Search of Lost Time by Marcel Proust, The Magic Mountain by Thomas Mann, and Ferdydurke by Witold Gombrowicz -- it shows that the tensions buried deep in the unconscious of this great narrative of organic development finally erupt as formal problems in modernism, when the classical Bildungsroman meets its demise through a relentless dehumanization of form. If the classical Bildungsroman presents us with "the image of man in the process of becoming" as Bakhtin has suggested, it argues that the modernist Bildungsroman enacts the dissolution of that process in its very form.


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Books on the topic "Bildungsroman. eng"

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Fischer, Jackie. An egg on three sticks. New York: Thomas Dunne Books, 2004.

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Wynne-Jones, Tim. Rex Zero and the end of the world. Toronto: Groundwood Books, 2006.

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Wynne-Jones, Tim. Rex Zero and the end of the world. New York: Farrar, Straus and Giroux, 2007.

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Wynne-Jones, Tim. Rex Zero and the end of the world. New York: Farrar, Straus and Giroux, 2007.

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Rex Zero and the end of the world. New York: Farrar, Straus and Giroux, 2007.

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Mónica, Villa, ed. Lucas y yo. México, D. F: Ediciones SM, 2008.

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Hemingway, Ernest. Lao ren yü hai. Zhonghe Shi Taibei Xian: Shu Hua chu ban shi yeh yu xian gong si, 1986.

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Hemingway, Ernest. The old man and the sea. [New York]: Limited Editions Club, 1990.

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Hemingway, Ernest. The old man and the sea. New York: Scribner, 1996.

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Hemingway, Ernest. Lao ren yü hai. Tainan Shi: Xiang yi chu ban she, 1998.

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Book chapters on the topic "Bildungsroman. eng"

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"5. The Bildungsroman At The End Of The World." In Mapping the Godzone, 116–36. University of Hawaii Press, 2017. http://dx.doi.org/10.1515/9780824863524-007.

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Shaffer, Elinor S. "Shaping Victorian Biography: From Anecdote to Bildungsroman." In Mapping Lives. British Academy, 2004. http://dx.doi.org/10.5871/bacad/9780197263181.003.0008.

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By the end of the eighteenth century, European countries sought new functions for biographies. As the appetite and scope for more facts increased, and the need for reshaping them into a matter of national pride became the imperative, the writing of life found new models. This chapter discusses the formation of new models of Victorian biography. In the early nineteenth century, James Field Stanfield wrote a full-scale book on biography and Karl von Morgenstern coined the term Bidungsroman. Both formulated the terms in which biography and novel were to be in close proximity, both in likeness and difference. According to Stanfield, biography must assist in understanding the human character. It should aim to elucidate the range of human possibilities and to impart improvements in education and conduct. Stanfield argued that biography is a serious history wherein the historian is obliged to tell the truth, although at the same time there is a need for censorship in order to protect certain parts of the audience who should be edified by their reading. In these Victorian biographies, the aim was for the improvement of the individual and of the human race; hence certain latitude for the discussion of negative examples is allowed to impart moral illustrations. However, the dominant theme in Victorian biographies was negative representations of living persons. As the Victorian biographies dwindled, a new ideal form, Bidungsroman, unified the clash of unvarnished fact and edification, and closed the gap between novel and biography.
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Rosas Consuegra, Adriana. "Coleccionistas de polvos raros de pilar quintana: bildungsroman en cali." In Narraciones y experiencias literarias en el Valle del Cauca, 27–46. Editorial Universidad Santiago de Cali, 2020. http://dx.doi.org/10.35985/9789585583412.2.

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La ciudad ocupa un lugar protagónico en la segunda novela de Pilar Quintana, Coleccionistas de polvos raros (2007); así como lo fue en su primera, Cosquillas en la lengua (2003). En ellas dibuja a Cali desde diferentes ángulos de la sociedad, sobre todo en la segunda. En ésta resalta la diferencia de clases y el racismo que envuelven la sociedad colombiana.
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Newman, Daniel Aureliano. "Mendelian Inheritance, ‘Eternal Differences’ and Entropy in Howards End." In Modernist Life Histories, 80–107. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474439619.003.0004.

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This chapter reads Howards End as a Bildungsroman whose developmental trajectory straddles two generations (those of parents and offspring) instead of being limited to the growth and acculturation of a single protagonist. This unusual take on the genre follows from Forster’s underappreciated interest in Mendel’s genetic theories, which enable him to re-imagine atavistic throwbacks as necessary deviations from the entropic path of linear progress. The chapter rehabilitates Forster’s interest in contemporary biology by harmonizing his recurrent use of procreation and genealogy with his queer poetics. Building on the significant revisionist interpretations of Forster by queer theorists such as Robert Martin, Scott Nelson, and James Miracky, the chapter redresses the intuitive conclusion that Forster’s fiction favors culture and elective affinities over biology and filiation; instead it suggests that it exploits new science in order to re-imagine how genealogy might participate in a queer, modernist vision of personal relations.
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Rennie, David A. "Thomas Boyd." In American Writers and World War I, 83–103. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198858812.003.0005.

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Boyd is best known for his debut novel, Through the Wheat, which is typically thought of as an anti-war modernist work. However, I argue, Boyd’s novel is, in fact, a more ambiguous take on World War I experience. Moreover, his war writing evolved in relation to his career trajectory, as reflected in Boyd’s need to write World War I magazine fiction and his attempt at Hollywood screenwriting on a World War I project. Toward the end of his life, Boyd turned to communism, which influenced his commentary on the war in In Time of Peace, his proletarian bildungsroman sequel to Through the Wheat.
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Mullen, Mary L. "George Moore’s Untimely Bildung." In Novel Institutions, 175–210. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474453240.003.0006.

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Writing at the end of the nineteenth century, George Moore’s realist experiments both consolidated a realist movement in England and actively challenged institutions like circulating libraries that shaped the development of mid-century realism. But despite Moore’s importance to the institutionalisation of realism in England and the flourishing of naturalism in Ireland, he remains woefully understudied in part because of his performative, often comic, refusal of institutions. This chapter takes this performance seriously as it focuses on his revisions to the realist Bildungsroman in the ‘English’ Esther Waters (1894) and the ‘Irish’ A Drama in Muslin (1886). In both of these novels of development, Moore claims that public institutions and private growth are at odds. A Drama in Muslin adopts an explicitly anachronistic narrative temporality that refuses to allow the protagonist’s individual development to represent national development while Esther Waters validates the protagonist’s stasis over time – her illiteracy despite education. Combining an anti-institutional impulse with an anachronistic narrative temporality, Moore questions the institutionalised assumptions of what constitutes proper growth.
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