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Journal articles on the topic 'Female Bildungsroman'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Tinglianhoi, Livia. "Madhabi: A Female Bildungsroman." transcript: An e-Journal of Literary and Cultural Studies 04, no. 01 (2024): 46–56. http://dx.doi.org/10.53034/transcript.2024.v04.n01.004.

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As a literary phenomenon and genre, Bildungsroman has been extensively used as a literary term and a critical research method. This particularly applies to the current novel, Dr. Kamal’s Madhabi, under study. Therefore, this paper is an attempt to critically analyze the novel translated from the original Meiteilon into English by R.K Birendra Singh. It explores the common themes of the genre Bildungsroman, specifically female Bildungsroman, such as the quest for identity, female character psyche, socio-cultural factors, female education, etc. in the novel, emphasizing Madhabi, one of the femal

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2

Hamilton, Kate C. "London and the Female Bildungsroman." Burney Journal 11 (December 31, 2011): 38–54. https://doi.org/10.26443/tbj.v11i.532.

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3

Šnircová, Soňa. "Gender and Genre: From the Female Bildungsroman to the Postfeminist Coming-of-Age Novel." Current Issues in Philology and Pedagogical Linguistics, no. 3(2021) (September 25, 2021): 243–53. http://dx.doi.org/10.29025/2079-6021-2021-3-243-253.

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The paper draws attention to the fact that the introduction of gender perspectives into the studies of the Bildungsroman, or novel of development, has opened up the possibility of delineating specific female versions of the genre, ranging from the classic female Bildungsroman, through the feminist Bildungsroman to the postfeminist coming-of-age novel. The following discussion of heroines in British novels of development focuses on the changing socio-cultural factors that have influenced the representations of women’s emancipatory struggles in works by female authors over recent centuries. The

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4

Šnircová, Soňa. "Queering gender in contemporary female Bildung narrative." Journal of Language and Cultural Education 3, no. 3 (2015): 135–43. http://dx.doi.org/10.1515/jolace-2015-0027.

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Abstract The paper explores, in the context of feminist discussions about the Bildungsroman, a contemporary British novel that offers shocking images of female coming of age at the turn of the millennium. Queering gender and introducing male elements into the heroine’s process of maturation, the analysed novel appears to raise questions about the continuous relevance of the feminist distinction between male and female version of the genre. The paper however argues that although significantly rewriting both female Bildung and pornographic narratives, Helen Walsh’s Brass can still be read as a v

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Noomé, I. "Shaping the self: A Bildungsroman for girls?" Literator 25, no. 3 (2004): 125–50. http://dx.doi.org/10.4102/lit.v25i3.267.

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This article proposes that two alternative forms of the “Bildungsroman” developed from circa 1860 to 1960, featuring young female protagonists and aimed at girls as a readership. To explore this proposition, the article initially focuses on three girls’ series to see whether they meet the criteria for classification as a “Bildungsroman”: the South African “Soekie” series written in Afrikaans by Ela Spence, the well-known Canadian “Anne of Green Gables” series by L.M. Montgomery, and the German “Pucki” series by Magda Trott. In these series girls have to learn through experience as they move to

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Jain, Shreyansh, and Smita Jha. "The Bildungsroman Trope and Indian Consciousness in Manjula Padmanabhan’s Escape (2008)." Archiv orientální 93, no. 1 (2025): 89–107. https://doi.org/10.47979/aror.j.93.1.89-107.

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With the arrival of the twenty-first century, the representation of females in the dystopian bildungsroman has been observed in the works of Indian women authors, such as Escape (2008), The Island of Lost Girls (2015), The Lesson (2015), Clone (2018), and Machinehood (2021). These novels put a greater emphasis on the subversive possibilities of identity formation as a tool to resist oppressive social norms and codes. In this regard, Manjula Padmanabhan’s novels achieve different semantics by depicting the protagonist’s unconventional method of identity formation while shaping a discussion on t

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JeongEunsook. "Reading Annie John as a Caribbean Female Bildungsroman." Jungang Journal of English Language and Literature 53, no. 1 (2011): 337–62. http://dx.doi.org/10.18853/jjell.2011.53.1.016.

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8

Gajović, Hristina. "Sylvia Plath's the bell jar as female bildungsroman." Genero, no. 21 (2017): 87–116. http://dx.doi.org/10.5937/genero1721087g.

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9

Tolan, F. "ELLEN MCWILLIAMS. Margaret Atwood and the Female Bildungsroman." Review of English Studies 61, no. 250 (2010): 490–92. http://dx.doi.org/10.1093/res/hgq044.

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10

Howells, C. A. "Margaret Atwood and the Female Bildungsroman. Ellen McWilliams." Contemporary Women's Writing 4, no. 2 (2010): 153–54. http://dx.doi.org/10.1093/cww/vpp038.

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11

Lim, Sora, and Hyeji Bae. "The Postcolonial Female Subject in Paulina Chiziane’s Bildungsroman." Comparative Study of World Literature 88 (September 30, 2024): 5–30. http://dx.doi.org/10.33078/cowol88.01.

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Lízia, Adriane Freire Ferreira Gomes, and de Cássia Oliveira Rita. "O romance de formação como uma ação pedagógica: Uma leitura de Verão no Aquário, de Lygia Fagundes Telles." Via Litterae [ISSN 2176-6800] - Revista de Linguística e Teoria Literária 14, e1408 (2022): 01–22. https://doi.org/10.5281/zenodo.10433007.

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<strong>Resumo</strong>: É possível destacar que toda a produção literária até a chegada do século XX, dominada pelos homens também é elemento persistente dentro do <em>bildungsroman (Romance de Formação). </em>Nesse aspecto, está explícito um protagonista especificamente homem (<em>a young male hero</em>). Assim, a jornada do personagem consiste num enquadramento de aprendizagem e formação exclusiva do sexo masculino. Com a chegada do século XX, intensamente marcado pelo iníc

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13

Hinz, Miriam. "'I ain't no homosexual, I am a . . . Barrysexual!': Queering the Bildungsroman in Bernardine Evaristo's Mr Loverman." Postcolonial Interventions: An Interdisciplinary Journal of Postcolonial Studies Vol. VII, Issue 1 (January 31, 2022): 266–99. https://doi.org/10.5281/zenodo.5929171.

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Grounded in Europe’s imperial practices, the classical European <em>Bildungsroman </em>has been imbued with a fixed set of characteristics and normative implications to educate and ‘civilise’ its bourgeois readership and colonial subjects alike. Portraying the development of a young, white male, heterosexual protagonist who overcomes obstacles to finally integrate into society, the European <em>Bildungsroman </em>perpetuates a certain kind of subject-formation that has been instrumental in colonial education. Due to its embeddedness in colonial history, the genre of the <em>B

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Morera, Lucía. "THE LESBIAN BILDUNGSROMAN: THE PROCESS OF SELF-DISCOVERY IN JEANETTE WINTERSON’S ORANGES ARE NOT THE ONLY FRUIT (1985)." RAUDEM. Revista de Estudios de las Mujeres 2 (May 22, 2017): 256. http://dx.doi.org/10.25115/raudem.v2i0.601.

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Debido a la proliferación de editoriales de carácter feminista, a finales de los años ochenta muchos colectivos de mujeres lograron finalmente visibilidad gracias a la literatura postmoderna. Autoras feministas y lesbianas como Jeanette Winterson utilizaron la escritura como un marco artístico donde exponer sus propios procesos de identificación e individualización al rebelarse contra la feminidad heterosexual y normativa impuesta por la sociedad. El objetivo de este artículo es ilustrar como la novela de Winterson Oranges Are Not the Only Fruit (1985) reelabora el concepto original de la nove

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Murphy, Naoise. "The Right to Dream: Gender, Modernity, and the Problem of Class in Kate O'Brien's Bourgeois Bildungsromane." Irish University Review 49, no. 2 (2019): 276–89. http://dx.doi.org/10.3366/iur.2019.0406.

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Feminist critics have celebrated Kate O'Brien's pioneering approach to gender and sexuality, yet there has been little exploration of her innovations of the coming-of-age narrative. Creating a modern Irish reworking of the Bildungsroman, O'Brien's heroines represent an idealized model of female identity-formation which stands in sharp contrast to the nationalist state's vision of Irish womanhood. Using Franco Moretti's theory of the Bildungsroman, a framing of the genre as a thoroughly ‘modern’ form of the novel, this article applies a critical Marxist lens to O'Brien's output. This reading br

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16

Shishko, Bonnie. "Alimentary Temporalities: Queer Food, Asexuality, and the Global Culinary-Roman." Studies in the Novel 55, no. 4 (2023): 443–60. http://dx.doi.org/10.1353/sdn.2023.a913305.

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ABSTRACT: This essay explores the queer temporalities figured within “culinary-romane”: those contemporary, coming-of-age novels that use food to interrogate the literary construct of the female journey. In opposition to the female Bildungsroman , which maps maturation via hegemonic temporal structures—historical, narrative, reproductive—the culinary-roman cleaves development from heteropatriarchal time. Instead, it conceives anti-normative models of female development via “alimentary temporalities”: atemporal narrative spaces constructed through recipes, food nightmares, family meals, and mag

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17

Kucich, John. "Genre Fusion and the Origins of the Female Political Bildungsroman." Novel 54, no. 2 (2021): 163–88. http://dx.doi.org/10.1215/00295132-9004441.

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Gurle, M. "Hermits, Stoics, and Hysterics: Turkish Democracy and the Female Bildungsroman." NOVEL A Forum on Fiction 47, no. 1 (2014): 90–107. http://dx.doi.org/10.1215/00295132-2414084.

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19

Cruz-Cámara, Nuria. "Growing Up in an Inhospitable World: Female Bildungsroman in Spain." Letras Femeninas 41, no. 2 (2015): 170–73. http://dx.doi.org/10.2307/44735058.

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20

Moore, Chamara. "Beyond Black Girlhood." Meridians 23, no. 2 (2024): 528–47. http://dx.doi.org/10.1215/15366936-11266364.

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Abstract How can Colson Whitehead’s combining of the generic and the strange in his Pulitzer Prize–winning speculative text The Underground Railroad be read as Afro-Pessimist? This essay seeks to illuminate the ways in which Whitehead’s novel provides narratives of self-making adjacent to coming of age while reinventing the historically white genre of the Bildungsroman for an intersectional identity in early America. Using Geta LeSeur’s The Black Bildungsroman as a point of reference, the author argues that because the protagonist Cora is a Black girl born and raised under chattel slavery and

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Gerasimenko, Maria V. "Laforet’s ‘Nada’ as a Female Bildungsroman? The Genre Peculiarities of the Tremendist Novel." Вестник Пермского университета. Российская и зарубежная филология 15, no. 1 (2023): 86–95. http://dx.doi.org/10.17072/2073-6681-2023-1-86-95.

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Carmen Laforet’s Nadais one of the most important literary works in post-war Spain, one of the first novels of tremendism. Nadais considered to be a Bildungsroman; however, since the main char-acter (Andrea) seems excessively passive, this definition is called into question by some researchers. Thearticle shows that Nada combines the features of the novel of emergence(according to the nomenclature offered by MikhailBakhtin), or Bildungsroman(according to the nomenclature used by English-speaking philologists), and the features of the novel of ordeal, but the specificity of the chronotope and t

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22

JUNGHWAOH. "Female Development in Nineteenth-Century England and Dynamics of the Bildungsroman." Women's Studies Review 29, no. 2 (2012): 3–35. http://dx.doi.org/10.18341/wsr.2012.29.2.3.

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GaeHwa Bae. "Yi Tae-jun’s criticism on the Patriarchism through female heroin bildungsroman." Korean Language and Literature ll, no. 166 (2014): 261–90. http://dx.doi.org/10.17291/kolali.2014..166.009.

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24

Kornfeld, Eve, and Susan Jackson. "The Female Bildungsroman in Nineteenth-Century America: Parameters of a Vision." Journal of American Culture 10, no. 4 (1987): 69–75. http://dx.doi.org/10.1111/j.1542-734x.1987.1004_69.x.

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25

Barkve, Marit Ann. "“Writing Beyond the Ending” and Diasporic Narrativity in Loveleen Rihel Brennaʼs Min annerledeshet, min styrke". Scandinavian-Canadian Studies 25 (1 грудня 2018): 92–114. http://dx.doi.org/10.29173/scancan154.

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ABSTRACT: This article analyzes Loveleen Rihel Brenna’s memoir, Min annerledeshet, min styrke (2012) [My Otherness, My Strength]. It focuses on Brenna’s use of literary appropriation techniques, the memoirist’s use of intertextuality, and the role of the Bildungsroman genre in her memoir. The article begins by contextualizing Brenna’s diasporic location. Then, using concepts inspired from Rachel Blau DuPlessis’s book Writing Beyond the Ending (1985) in conjunction with intertextual references from Brenna’s memoir, the article offers a close reading of Min annerledeshet, min styrke to explore t

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26

Ahmed, Shokhan Rasool. "A Feminist study of Female Bildungsroman in Toni Cade Bambara’s “The lesson”." Journal of University of Raparin 10, no. 2 (2023): 467–75. http://dx.doi.org/10.26750/vol(10).no(2).paper19.

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Every literary text can be considered as effective cultural and historical evidence to show human experiences in different ages. Likewise, African American Literature becomes a major tool to portray racial segregation and marginalizing women of colour. African American novelists have allowed women of colour to have their voices heard and their identities found. Toni Cade Bambara is among the best Afro-American authors who has displayed the difficulties that women of colour such as racism, sexism, racial discrimination, ethnic segregation, gender inequality and loss of identity. This stud

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27

Boss, Judith E. "The Season of Becoming: Ann Maxwell’s Change." Science Fiction Studies 12, Part 1 (1985): 51–65. https://doi.org/10.1525/sfs.12.1.0051.

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Change (1975) by Ann Maxwell features a female hero, Selena Christian, whose psychological development through the course of the novel unifies the plot and converts a seemingly conventional work of SF into an example of both the female Bildungsroman and a Jungian individuation of the female. Selena’s maturing process takes her through the four archetypes of female character—the amazon, the hetaira, the “great mother,” and the medial woman—to the integration of these archetypes into a female Self with a sense of belonging to her society. While using the Jungian concepts, Maxwell modifies their

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Neha, Agarwal, and Prakash Bhadury Dr. "CROSSING BOUNDARIES ANDCREATING SPACE IN ALICE MUNRO’S WHO DO YOU THINK YOU ARE." International Journal of Multidisciplinary Research and Modern Education 2, no. 2 (2016): 340–45. https://doi.org/10.5281/zenodo.167107.

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<em>‘Who Do You Think You Are’isacclaimed as the best critical book of Munro’s career andis awarded with Governor General’s award, Canada highest literary prize. The title of the book itself refers tothe question of identity. In Munro’s earlier work, the search for identity is limited to the social milieu, where protagonists struggle against stereotypical gender norms to assert their own identity but this collection of short story reflects the battle of identity that isfoughtwithin the self and hence become a psychological struggle. Munro goes beyond the tradition of bildungsroman as a genre w

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Pin-chia Feng. "＂We was girls together＂: The Double Female Bildungsroman in Toni Morrison’s Love." Feminist Studies in English Literature 15, no. 2 (2007): 37–63. http://dx.doi.org/10.15796/fsel.2007.15.2.002.

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Ling, Jiang, and Chen Wei. "A Golden Heart Swinging Between English and Chinese." International Journal of Arts and Social Science 4, no. 1 (2023): 336–42. https://doi.org/10.5281/zenodo.7739555.

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This article is an interview with YanLi, a famous bilingual writer, who shares her experience in bilingual writing, and also gives her views on the issues of foreign translation of Chinese literature, Chinese and Western cultural exchange,translation teaching and the female bildungsroman of Chinese migrant writers. It is quite enlightening for the project of "Chinese literature going abroad" and translation teaching and research.

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Lízia, Adriane Freire Ferreira Gomes, and de Cássia de Oliveira Rita. "O ROMANCE DE FORMAÇÃO COMO UMA AÇÃO PEDAGÓGICA: UMA LEITURA DE VERÃO NO AQUÁRIO, DE LYGIA FAGUNDES TELLES." Revistaft 27, no. 122 (2023): 89. https://doi.org/10.5281/zenodo.7908789.

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<strong>Resumo:</strong><em> </em>É possível destacar que toda a produção literária até a chegada do século XX, dominada pelos homens, também é elemento persistente dentro do <em>bildungsroman (Romance de Formação). </em>Nesse aspecto, está explícito um protagonista especificamente homem (<em>a young male hero</em>). Assim, a jornada do personagem consiste num enquadramento de aprendizagem e formação exclusiva do sexo masculino. Com a chegada do século XX, intensamente

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32

Rudig, Stefanie. "Miles Away: Miss Miles, a Female Bildungsroman by a ‘Friend of Charlotte Brontë’." Brontë Studies 42, no. 1 (2016): 60–73. http://dx.doi.org/10.1080/14748932.2017.1242656.

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33

Watts, Sandra. "Growing up in an Inhospitable World: Female Bildungsroman in Spain by Olga Bezhanova." Hispania 99, no. 1 (2016): 173–75. http://dx.doi.org/10.1353/hpn.2016.0008.

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34

Boonpromkul, Phacharawan. "Rewriting Genders, Revising Genres: Reading Angela Carter’s “The Bloody Chamber” As a Female Bildungsroman." MANUSYA 17, no. 2 (2014): 50–72. http://dx.doi.org/10.1163/26659077-01702004.

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Built on the storyline of the traditional fairy tale “Bluebeard,” Angela Carter’s short story “The Bloody Chamber” (1979) contains striking alterations in the use of the first-person narrator, ambivalent and complex characterization, explicit sexual description and a revised ending; all of which have given rise to heated arguments among feminist scholars and literary critics. This paper relies on a close reading analysis and engages in the ongoing discussions by considering the problematic categorization of the story—as a fairy tale, a pornographic fiction, a gothic horror, and especially as a

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35

Oltarzewska, Jagna. "ELLEN MCWILLIAMS. — Margaret Atwood and the Female Bildungsroman . (Aldershot: Ashgate, 2009, xii + 170 pp.)." Études anglaises Vol. 65, no. 4 (2012): 501–3. http://dx.doi.org/10.3917/etan.654.0500a.

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36

Seoda, Nitisha, and Devendra Kumar Sharma. "Exploring the Development of a Diasporic Female Bildung in Monica Ali’s Brick Lane." International Journal of English Literature and Social Sciences 9, no. 5 (2024): 340–47. http://dx.doi.org/10.22161/ijels.95.44.

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Throughout millennia, the synchronic and diachronic study of South Asian literary writings has been predominantly written by male writers, reflecting the social and religious traditions in the region. But, since the late 20th century, women’s artistic abilities have gained significance. Their writings have reached the mainstream cultural imagination and have had significant impact on deconstructing the Britishness and the South Asian diaspora. The present study examines Monica Ali’s magnum opus Brick Lane (2003) as a Diasporic Bildungsroman about a female immigrant, navigating the problems of

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37

M. Hassan Alhamid, Lolav. "Audre Lorde’s Zami: A New Spelling of My Name as a Feminist Bildungsroman." Academic Journal of Nawroz University 11, no. 4 (2022): 364–74. http://dx.doi.org/10.25007/ajnu.v11n4a997.

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In accordance with the increasing confirmation within feminist literary and cultural studies on women’s literature and the rumination of its social function to provide a sympathetic as well as a critical analysis of contemporary feminist fiction, this paper explores the attempt of women writers to reconfigure and reformulate established fictional genres to create more responsive genres that better represent the heterogeneity of women’s experiences. Focusing on the way Audre Lorde incorporates individual and collective memories as well as erotic and traumatic memories in her literary works, I u

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Nazarenko, Nadezhda I. "The Image of the “New Woman” in the Novels by Ch. Brontë and N.G. Chernyshevsky." World Literature in the Context of Culture, no. 17 (2023): 55–61. http://dx.doi.org/10.17072/2304-909x-2023-17-55-61.

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The article presents a comparative analysis of the images of the main heroines of the novel «What is to be done?» N. G. Chernyshevsky and «Villette» by Ch. Brontё. The general theme and historical era provide grounds for comparing literary characters. Similar features in the development of female characters have been identified: origin, personality formation, motives of behavior, determination, lifestyle. It is also noted that these novels are characterized by certain genre characteristics of Bildungsroman. The analysis allows us to conclude that Vera Pavlovna and Lucy Snow represent the type

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Pedersen, Claus Valling. "The Fate of Women in Four Contemporary Iranian Novels: The Bildungsroman as an Analytical Framework." Oriente Moderno 104, no. 1-2 (2025): 134–49. https://doi.org/10.1163/22138617-12340335.

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Abstract Bildungsroman is an often-used genre in female Iranian writers’ novels. This article will bring short, comparative analyses of four such novels with a point of departure in defining the genre. The four novels are Simin Dānešvar’s Savušun, Šahrnuš Pārsipur’s Sag va zemestān-e boland, Zoyā Pirzād’s Čerāġhā-rā man ḫāmuš mikonam, and Parinuš Ṣaniʿi’s Sahm-e man. The article attempts to show that the four novels have at least one theme and a central confrontational scene in common and that they all draw a bleak picture of the possibility of an emerging liberation of women in Iranian societ

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Reese, Ashley N. "A New Species of Girl: The Female Bildungsroman in Jacqueline Kelly's The Evolution of Calpurnia Tate." Children's Literature Association Quarterly 46, no. 1 (2021): 24–40. http://dx.doi.org/10.1353/chq.2021.0007.

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41

Usandizaga, Aránzazu. "The Female Bildungsroman at the Fin de Siècle: The “Utopian Imperative” in Anita Brookner'sA Closed EyeandFraud." Critique: Studies in Contemporary Fiction 39, no. 4 (1998): 325–40. http://dx.doi.org/10.1080/00111619809599539.

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42

Visctoria, Schmidt, and Kaser Karl. "Health films in the service of eugenic surveillance over women in interwar Eastern Europe." ACTA HISTORIAE MEDICINAE STOMATOLOGIAE PHARMACIAE MEDICINAE VETERINARIAE XLI, no. 1-2 (2023): 57–76. https://doi.org/10.5281/zenodo.7556960.

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This article explores the historical reconstruction of women and their specific status in nationalist movements, as "stepdaughters of the nation" in the health films produced in interwar Czechoslovakia and Yugoslavia. We trace the transformation of disciplining practices such as the female Bildungsroman disseminated in the late nineteenth century in the plots and artistic devices of health films aimed at persuading women to accept not only new practices of care but also being institutionalized throughout their lives by public health surveillance. Historically, the films produced in P

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Kafshgarkolaie, Fatemeh Dargahi, and Azadeh Kami. "The Female bildungsroman: An Analysis of Henrik Ibsen’s A Doll’s House through the Lens of Luce Irigaray." International Journal of Linguistics, Literature and Translation 5, no. 3 (2022): 201–7. http://dx.doi.org/10.32996/ijllt.2022.5.3.27.

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This study attempts to uncover how Nora, the main character of Henrik Ibsen’s A Doll’s House, matures and later challenges the patriarchal norms of her society. Victorian women typically were regarded as individuals whose sole responsibility was keeping a successful household and were bound to exist within the isolated world of home; once out of this world, they enter the realm of men where they are treated as inferiors. Naturally, women had adapted these characteristics; Nora is a typical Victorian woman except that at some point of her life, she refuses to stay passive, looks within, redefin

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Barnett-Woods, Victoria. "Models of Morality: The Bildungsroman and Social Reform in The Female American and The Woman of Colour." Women's Studies 45, no. 7 (2016): 613–23. http://dx.doi.org/10.1080/00497878.2016.1225400.

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45

Shmidt, Victoria. "When National Female Bildungsroman Meets Global Fantasies about Nazis. Historical Roots and Current Troubles in Lída Baarová." Iluminace 31, no. 4 (2019): 61–78. http://dx.doi.org/10.58193/ilu.1644.

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46

Valero Redondo, María. "“Craving to be frightened”: Henry James’s The Turn of the Screw as a Sinister Parody of Jane Austen’s Northanger Abbey." Miscelánea: A Journal of English and American Studies 67 (June 30, 2023): 71–90. http://dx.doi.org/10.26754/ojs_misc/mj.20236417.

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This article seeks to argue that The Turn of the Screw is a sinister parody of Jane Austen’s Northanger Abbey and of the female quixotic Bildungsroman. To sustain this claim, I will show that both Catherine and the governess are two burlesque and quixotic heroines who are deeply influenced by their extravagant fancies and their readings of romance. I will also explore their self-assumed role as heroic characters in search of cognitive certainty. And finally, I will argue that evil is intimately related to social and class conflicts in both narratives. Nevertheless, contrary to what happens in

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Stone, E. Kim. "In the Bedroom: The Formation of Single Women’s Performative Space in Tsitsi Dangarembga’s Nervous Conditions." Journal of Commonwealth Literature 41, no. 1 (2006): 111–26. http://dx.doi.org/10.1177/0021989406062921.

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This article addresses the formation of female intellectual subjectivity in Tsitsi Dangarembga’s Bildungsroman, Nervous Conditions. Written just five years after Zimbabwe became an independent nation, Nervous Conditions critiques government representations of females as physical labourers confined to domestic space, thus functioning as a counter-narrative to that limited national imaginary. The article rethinks concepts of resistant agency that other critics of the novel employ in their readings of the protagonist, Tambu. It argues that resistance, like any other concept, has a history, and th

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Piechucka, Alicja. "“We All Want to Be Seen”: The Male Gaze, the Female Gaze and the Act of Looking as Metaphor in Emma Cline’s The Girls." Polish Journal for American Studies, no. 14 (Spring 2020) (December 1, 2020): 71–82. http://dx.doi.org/10.7311/pjas.14/1/2020.05.

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Emma Cline’s 2016 novel The Girls, famously inspired by the Manson family and the murders committed by the group in 1969, is in fact a feminist bildungsroman. Its middle-aged protagonist-cum-narrator reflects not only on her own life and identity, but, most importantly perhaps, on what it means to grow up as a woman in the late twentieth and early twenty-first centuries. The present article centers on the ocular trope which Cline uses in her novel in order to showcase issues such as self-perception, self-worth and the shaping of young women’s identity. Focusing on the metaphorical dimensions o

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Sharma, Ishanika. "First Blood: Menstrual Regulation and Murderous Rage in Nervous Conditions." Research in African Literatures 55, no. 2 (2025): 130–49. https://doi.org/10.2979/ral.00063.

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ABSTRACT: This article analyzes how Tsitsi Dangarembga’s 1988 novel Nervous Conditions confounds femininity and fury in its explorations of racism and patriarchy in 1970s Rhodesia. To the extent that it is a story about Tambu seeking education to become upwardly mobile, Nervous Conditions is a cautionary tale about the blunting of her innate sense of justice concerning regimes of race, class, and gender, testing the capacity of the postcolonial Bildungsroman to engage the negativity of feminine anger in the construction of female subjecthood. I discuss a famous but curiously undertheorized fig

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Porishmita Buragohain, Ritushmita Sharma,. "The Celebration of Lesbian Female Psyche in Jeanette Winterson’s Oranges Are Not the Only Fruit: A Critical Study." Psychology and Education Journal 58, no. 1 (2021): 1803–9. http://dx.doi.org/10.17762/pae.v58i1.1032.

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Jeanette Winterson’s Oranges Are Not the Only Fruit (1985) taps into the increasing popular interest for exploring the ways in which gender and sexual identities are constructed in the mainstream British culture. Often been considered an autobiographical and a bildungsroman, this book has successfully dealt with the protagonist’s self-development from infancy to adulthood and her search for individuality through a series of formative experiences. These experiences, however, encapsulates her struggle against—the oppression of religion of the asphyxiating society where she lives, in her sexual i

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