Dissertations / Theses: 'Female Bildungsroman'

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Rountree, Wendy Alexia. "THE CONTEMPORARY AFRICAN-AMERICAN FEMALE BILDUNGSROMAN." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997212820.

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Hefferon, Marguerite Lee. "The nineteenth-century female Bildungsroman and the Romantic epic tradition." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239108475.

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Bellamy, Connie. "The new heroines : the contemporary female Bildungsroman in English Canadian literature /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72826.

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Dyson, Mandy. "Empire girls : white female protagonists, the Bildungsroman and challenges to narrative /." Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phd998.pdf.

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Nunez, Lena M. "The Female Bildungsroman in George R.R. Martin's A Song of Ice and Fire." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2349.

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This project examines the concepts of the female bildungsroman in literature. In particular it looks at two female characters created by George R.R. Martin, the sisters, Sansa and Arya Stark. The project focuses on the characteristics of the female bildungsroman and whether or not the female bildungsroman is a valid literary concept. This has been done by examining what is a bildungsroman and is there a difference between male and female bildungsroman. The goal is to show that the female bildungsroman is valid and that Sansa and Arya are perfect examples.

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Nordlén, Lisa. "The Journey from Innocence to Experience : Philip Pullman’s His Dark Materials as a female Bildungsroman." Thesis, Högskolan i Gävle, Institutionen för humaniora och samhällsvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4396.

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In this essay the main aim is to consider Philip Pullman’s trilogy His Dark Materials with its female protagonist as a Bildungsroman. The principal source of the study is Jerome Buckley’s Season of Youth – The Bildungsroman from Dickens to Golding. Buckely’s presentation of the significant characteristics of the Bildungsroman will be applied to Philip Pullman’s His Dark Materials in order to explore if these characteristics are present, modified or not, in the trilogy. The second aim is to investigate how His Dark Materials relates to the patterns of the hero’s journey. In order to approach this question, Joseph Campbell’s work The Hero with a Thousand Faces is applied as a main source. Since most material concerning both the Bildungsroman and the hero’s journey are from a male point of view and concern males, the female perspective will be represented by Susan Fraiman and Linda Wagner who both write about females and the bildung narrative. In the section called The Story of Lyra, the trilogy is summarized briefly in order to give the reader a chance to understand what the trilogy is about. In the conclusion, Lyra’s development and (hero)-journey are discussed. The final claim of the study is that His Dark Materials can be considered a Bildungsroman and the patterns of the hero journey are found in the story about Lyra, but with some differences from her male counterparts.

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Shiraki, Karisa Saori. "Woman Seeking Mother: The Heroine’s Journey in Waslala by Gioconda Belli." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8428.

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Motherhood and maternity are common themes in Nicaraguan author Gioconda Belli’s (1948–) writings, but in Waslala (2006) her exploration of the mother figure dives further into what a relationship with such a figure provides. Through a development narrative, parallel to that of female Bildungsroman and quest-romance, the protagonist, Melisandra, grows in maternal history and culture in her search for mother. This thesis uses the theories of Carol Christ, Dana Heller, Joseph Campbell and others to see Melisandra’s odyssey through the lens of a quest narrative. Along this journey, two maternal figures play an important role in preparing her for her climactic reunion with her own biological mother. They both teach and give examples of female strength and authority that Melisandra then emulates. As Melisandra discovers and forms her own identity, she finds herself in a pivotal position that intertwines her quest with that of her community’s. Upon leaving the utopian Waslala where she meets her mother, it becomes apparent that the mother has become central for both Melisandra’s personal identity and that of her community. Ultimately, the trajectory of Melisandra’s journey shows the archetype and figure of the mother as paramount for growth, development, and self-actualization.

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Akman, Bilgen Melehy Hassan. "Female lead characters as examples of Bildungsroman heroines in L'Amour, la fantasia by Assia Djebar and Les yeux baissés by Tahar Ben Jelloun." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2774.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Mar. 10, 2010). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Romance Languages French." Discipline: Romance Languages; Department/School: Romance Languages.

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Landh, Therese. "The Coming of Age of a Woman : Proto-feminism and Female Bildung in Jane Austen’s Northanger Abbey." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-156900.

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This thesis examines the influence of the proto-feminist ideas of the Enlightenment on Jane Austen’s Northanger Abbey, specifically their presence in the coming-of-age journey of the novel’s heroine Catherine Morland. In this thesis, the proto-feminist ideas of the Enlightenment discussed are based on the ideas of Mary Wollstonecraft as presented in A Vindication of the Rights of Woman. I focus on Wollstonecraft’s emphasis on the importance of reason for the emancipation of women as well as the role of virtue and modesty, but also on the existence of an ambivalent relationship between sense and sentiment. The aim of the thesis is to show that Catherine Morland’s coming-of-age journey in Northanger Abbey can be understood as a representation of the emancipation of women that Wollstonecraft hopes for, and that the obstacles standing in the way of Catherine’s maturation are parallel to the obstacles which, during the Enlightenment, prevented women from claiming reason for themselves. First, I draw upon Wollstonecraft’s criticism of sentimental fiction and its hampering effect on women’s minds and show that the same idea is present in the narrative of Northanger Abbey, in the shape of gothic fiction. Then, I show how Catherine’s ability to discern between virtuous and immodest behaviour improves drastically as she starts to exercise her reason, in concurrence with Wollstonecraft’s claim that all virtuous thought must stem from reason. I analyse the importance of Catherine’s choice of partner and its relationship to the proto-feminist critique of women’s inability to express ideas contrary to those of a man. Finally, I dissect the proto-feminist ambivalent relationship between sense and sentiment and connect it to the finale of Northanger Abbey. These elements put together all point toward Wollstonecraft and Austen being coextensive, and demonstrate how Austen makes use of Wollstonecraft’s ideas to promote the emergence of female bildung.

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Abreu, Relines Rufino de. "Mulher de papel, mulher de talento: a representação da escritora na ficção em Reparação, de Ian McEwan, e em Um beijo de colombina, de Adriana Lisboa." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/3054.

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta tese tem como objetivo investigar a representação das escritoras personagens Teresa e Briony, nos romances Um Beijo de Colombina (2003), da brasileira Adriana Lisboa, e Reparação (2001), do inglês Ian McEwan, respectivamente. A hipótese principal recai na possibilidade das representações da artista, em Um Beijo de Colombina e Reparação, se constituírem como exemplos de produções literárias que rompem com o discurso a respeito da ficcionalização da personagem-escritora dentro dos gêneros Künstlerroman e Bildunsgroman. Essa hipótese baseia-se no fato de que, diante do recorte teórico dado pelos pesquisadores dessas modalidades literárias, as protagonistas de ambos os romances não seguem a tendência de representação da heroína-artista, pois se projetam para além das tensões de gêneros e dos obstáculos implantados pela sociedade patriarcal, adquirindo novas facetas ao exercerem a profissão. Ao longo do percurso deste estudo, foram arroladas a luta da escritora pela emancipação pessoal e a valorização da obra de arte de autoria feminina, assim como a representação da mulher de modo geral na ficção. As imagens pejorativas da mulher repercutem na tradição de representação de personagens-escritoras que se aventuram pelos labirintos da escrita em busca do autoconhecimento e da realização profissional. As heroínasartistas retratadas na ficção, dentro dos gêneros Bildungsroman e Künstlerroman, tradicionalmente, encontram um destino negativo em suas representações, devido à dificuldade em harmonizar a vida pessoal e a profissional. As protagonistas Briony e Teresa, no entanto, percorrem diversas fases do aperfeiçoamento pessoal e artístico, através das quais conseguem realizar a integração da vida privada e da vida pública.
This dissertation aims at investigating the representation of the female – writer characters Teresa and Briony in the novels Um Beijo de Colombina (2003), by the Brazilian author Adriana Lisboa, and Reparação (2001), written by the British Ian McEwan. The main hypothesis focus on the possibility of female artist representation in Um Beijo de Colombina and in Reparação constitute literary works that break with the fictionalization of womenwriter character discourse in Künstlerroman and Bildunsgroman genres. This hypothesis is based on the fact that on the theoretical framework given by the researchers of those literary forms, the protagonists of both novels do not follow the heroine-artist representation trend because they project themselves beyond gender tensions and obstacles inserted by patriarchal society, benefiting themselves from new facets to exercise their profession. Throughout the course of this study, it is described the woman writer's struggle for personal emancipation and enhancement of female authorship, as well as the representation of women in fiction. The negative images of women impact on the traditional representation of female character writers who venture through the literary art in search for self- knowledge and professional fulfillment. The heroine-artists portrayed in fiction, within the Bildunsgroman and Künstlerroman genres, traditionally face negative destiny in their representations because it is difficult for them to harmonize personal and professional life. The protagonists Briony and Teresa, however, go through different personal and artistic improvement stages, through which they succeed in integrating both private and public life.

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11

Sardenberg, Ana Luiza. "Divining for meaning and searching for a female literary identity in Alice Munros Lives of girls and women and Margaret Laurences The diviners." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6879.

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Esta dissertação tem por objetivo investigar como Alice Munro e Margaret Laurence se apropriam de gêneros canônicos, especificamente do Bildungsroman e do Künstlerroman, para subvertê-los e representar versões diferentes do sujeito feminino através de romances de cunho autobiográfico escritos por mulheres. A investigação é focada em dois romances: Lives of Girls and Women (1971), escrito por Alice Munro, e The Diviners (1974), escrito por Margaret Laurence. No romance de Alice Munro, as estratégias de apagamento das fronteiras entre gêneros, a ideia de que perspectivas de realidade mudam de acordo com a experiência e a memória de cada indivíduo, como também a ênfase no desenvolvimento da protagonista enquanto pessoa e escritora, são assuntos amplamente discutidos. No romance de Margaret Laurence, a ênfase no aspecto subjetivo da memória, a desconstrução de estereótipos de gênero e a renegociação da representação do sujeito feminino para o alcance de uma identidade feminina autônoma na vida e na arte são os principais assuntos investigados. Em vista disso, esta dissertação visa mostrar como a representação da identidade feminina é redefinida por duas escritoras canadenses que se apropriaram de discursos dominantes para subvertê-los e, então, reescreverem suas histórias
This dissertation aims at investigating how Alice Munro and Margaret Laurence appropriate canonical genres, specifically the Bildungsroman and the Künstlerroman, to subvert them and represent different versions of the female subject through autobiographical novels written by women. The investigation focuses on two novels: Lives of Girls and Women (1971), by Alice Munro, and The Diviners (1974), by Margaret Laurence. In Alice Munros novel, the strategies of the blurring of genres, the idea that reality perspectives change according to the experience and memory of each individual, as well as an emphasis on the development of the protagonist as an individual and as a writer are matters amply discussed. In Margaret Laurences novel, the emphasis on the subjective aspect of memory, the deconstruction of gender stereotypes and the renegotiation of the representation of the female subject to the achievement of an autonomous female identity in life and art are the main issues debated. This dissertation intends to show how the representation of the female identity is redefined by two Canadian writers who appropriated dominant discourses in order to subvert them and then, rewrite their histories

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Walters, Melanie L. "Mother/daughter dyads : female identity construction in three contemporary female Bildungsromane /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1559850931&sid=10&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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13

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.
Mestre

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Petit, Simone [UNESP]. "O processo de aprendizagem e as epifanias em Os anjos, de Teolinda Gersão." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/94179.

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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.
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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Gardner, Stacy L. "Literary Alchemy and Elemental Wordsmithery: Linking the Sublime and the Grotesque in Carson McCullers's The Heart Is a Lonely Hunter." Ohio Dominican University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=odu148007888468904.

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Chen, Xiang Ru, and 陳香如. "Iris Murdoch''s The bell as a female bildungsroman." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/46606449958388211191.

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"The female "Bildungsroman" in Brazil, 1938--1954. [Portuguese text]." Tulane University, 1989.

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As examples of female 'Bildungsromane,' the novels by Lucia Miguel Pereira, Raquel de Queiroz, Clarice Lispector and Lygia Fagundes Telles studied here present elements that characterize the classical male model. Nevertheless, these four Brazilian novels depart from the classical definition of the genre in some important respects, in ways similar to those observed in female 'Bildungsromane' from other cultures. One such difference concerns the purpose of the protagonist's 'Bildung': while the male character searches for a vocation and a philosophy of life, the female hero struggles for self-realization. The denouement also shows disparities: the sense of social and self-integration the male protagonist accomplishes at the end of the narrative is seemingly not possible in the female 'Bildungsroman.' In Miguel Pereira's Amanhecer (1938) and Queiroz's As Tres Marias (1939) both forms of integration--social and personal--are frustrated and the narratives end with the characters' defeat. However, in Lispector's Perto do Coracao Selvagem (1944) and Fagundes Telles' Ciranda de Pedra (1954) the protagonists renounce any possibility of social integration in order to pursue their self-realization. These could be called 'successful female Bildungsromane,' for the end of the narrative signals the promise of new perspectives and accomplishments for the characters These 'Bildungsromane' raise questions of relevance for Brazilian women, such as women's right to education, work as a means of self-realization and independence, the affirmation of female sexuality and the institution of marriage. Read within the context of the Brazilian feminist movement and of the socio-political events that took place in Brazil in the first half of this century, these four novels constitute valuable documents for the understanding of women's situation in Brazil in the 30's, 40's and 50's
acase@tulane.edu

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Carlson, Lisa M. "Affective metamorphoses : formations of community in the black British female bildungsroman." 2012. http://liblink.bsu.edu/uhtbin/catkey/1666208.

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My study examines three female Black British bildungsromane: Monica Ali’s Brick Lane, Joan Riley’s Waiting in the Twilight, and Buchi Emecheta’s Second-Class Citizen. By combining a study of a relatively established novel form with contemporary female diasporic fictions, my work looks at how gender, race and location complicate the tropes of the genre, while still adhering to many of its parameters. I explore ways in which the existential states of loneliness, isolation, and solitude faced by the female protagonists in England assist or inhibit the formation of collectivity and subjectivity. This study pays particular attention to ways that community formation and friendship, as well as work and affective labor, serve as means to find/create a sense of home in diasporic conditions, as in Brick Lane and Second-Class Citizen. I also study how a sense of community falters because of a disconnection from productive work in Waiting in the Twilight.
Department of English

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Treagus, Mandy. "Empire girls : white female protagonists, the Bildungsroman and challenges to narrative / Mandy Dyson." 1998. http://hdl.handle.net/2440/19162.

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Bibliography (leaves 281-294).
vi, 294 leaves ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
by Mandy Dyson
Thesis (Ph.D.)--University of Adelaide, Dept. of English, 1998?

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Chen, Yi-jye, and 陳儀潔. "A Study of Novels of Female Bildungsroman: Jane Austen’s Emma as an Example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/37105908633866348630.

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碩士
東吳大學
英文學系
100
In Jane Austen’s era, women would rely on heritage or marriage to make a living. Jane Austen’s Emma depicts the struggle and dilemma of the female characters restrained by economic conditions and social values. Emma reaches her spiritual enlightenment as soon as she accepts marriage and the struggles between individualism and social values resulting in “double-voiced discourse”. Therefore, this thesis will analyze the main character’s spiritual development. The thesis is divided into five parts: an introduction, three main chapters and a conclusion. In the introduction, the term “bildungsroman” will be defined and compared with “female bildungsroman.” In Chapter One, titled: “ The Application of Bakhtininian Dialogism in Emma”, this thesis focuses on the main character Emma’s psychological process by applying Mikhail M. Bakhtin’s dialogism. Bakhtin’s dialogism stresses other voices, double-voiced utterance, in dialogues. This double-voiced discourse displays different ideologies. Chapter Two, titled “Emma’s Spiritual Journey”, focuses on Emma’s gradual awakening to the reality and her spiritual growth. Emma’s struggle as an individual and in society, especially concentrates on her attitude toward marriage and this will be discussed in Chapter Three entitled “Emma’s Socialization”. In the Conclusion, it is clear that Emma is a female bildungsroman that also shows Jane Austen’s wisdom and fruitful compromise between individualism and social values.

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(6857744), Alba I. Rivera. "FEMALE KITCHEN NARRATIVES: THE ELEMENTS OF THE LATINA BILDUNGSROMAN THROUGH SELF-EXPLORATION AND PROTEST." Thesis, 2019.

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The following chapters access kitchen narratives through the lens of the Bildungsroman to help bridge an important gap in the reception and criticism of the theme. In particular, I examine the trope of food and the kitchen space in texts that also deal with coming of age, and how the criticism surrounding these texts has helped or hindered critical understanding of female experiences.

In my Introduction I conduct a survey of the way literary criticism has approached culinary texts and women’s writing about kitchen spaces. I propose that viewing kitchen narratives in Latina authors’ texts as a form of female Bildungsroman serves as a platform for women to communicate their own stories in a way that highlights their contribution to a literary genre through their own personal experiences. In parts 1 and 2 of Chapter 2 I investigate further into the history of culinary writing in Latin America as well as how the Bildungsroman and the kitchen intersect in women’s writing respectively. In Chapter 3 I conduct a critical analysis of one of the most widely studied culinary fictions, Laura Esquivel's Como agua para chocolate (1989), and examine how this text and its scholarship have set the stage for food narrative criticism for women across Latina texts. Chapter 4 focuses on kitchen narratives in texts and how they can be viewed through the lens of the Bildungsroman utilizing Judith Ortiz Cofer's Silent Dancing: A Partial Remembrance of a Puerto Rican Childhood (1991).

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Koch, Jessica. ""My sense of my own identity is bound up with the past"." Doctoral thesis, 2013. http://hdl.handle.net/11858/00-1735-0000-0022-5E11-9.

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Dissertations / Theses on the topic 'Female Bildungsroman'

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