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Academic literature on the topic 'Novelas bildungsromanas'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Novelas bildungsromanas"

1

Ezpeleta Aguilar, Fermín. "Sobre narrativa de colegios jesuitas en Pérez de Ayala y Miró." Lectura y Signo, no. 10 (December 29, 2015): 11. http://dx.doi.org/10.18002/lys.v0i10.1399.

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<p><strong>Resumen</strong></p><p>La novela lírica, que caracteriza la producción literaria de Ramón Pérez de Ayala y Gabriel Miró, sirve a estos autores como estructura que acoge sus iniciales novelas autobiográficas de colegios jesuitas, particularmente, <em>A.M.D.G. </em>y <em>Amores de Antón Hernando</em> (posteriormente, <em>Niño y grande</em>). Se trata en los dos casos de novelas de aprendizaje, que se acercan a la modalidad «de artista», en las que se impugna, mediante recursos como la parodia y la ironía, la pedagogía jesuita. Importa, más en Pérez de Ayala que en Miró, el hilvanado de cuadros estudiantiles con anécdotas académicas de tipos docentes y discentes, al modo de las novelas de costumbres universitarias del momento. Se evidencia en ambos autores cómo el nuevo modo de novelar sigue aprovechando elementos de la tradición realista y naturalista del siglo xix.</p><p>Palabras clave: Ramón Pérez de Ayala, Gabriel Miró, colegios jesuitas, novela lírica, novela de formación, novela de artista.</p><p> </p><p><strong>Abstract</strong></p><p>The lyrical novel, which characterizes the literary production of Ramón Pérez de Ayala and Gabriel Miró, these authors serves as a structure that welcomes their initial autobiographical novels of Jesuit schools, particularly <em>A.M.D.G. </em>and <em>Amores de Antón Hernando</em> (later <em>Niño y grande</em>). It is in both cases <em>Bildungsromane</em> that are close to the mode «artist», which is challenged by resources such as parody and irony Jesuit pedagogy. In these novels is important composition of student academic painting with stories as they appear in the novels of university customs of the moment. It is evident in how both authors romanticize the new mode continues to build elements of the realist tradition and naturalist of the nineteenth century.</p><p>Key words: Ramón Pérez de Ayala, Gabriel Miró, Jesuit schools, lyrical novel, <em>Bildungsroman</em>, <em>Künstlerroman</em>.</p>

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Gómez Viu, Carmen. "El bildungsroman y la novela de formación femenina hispanoamericana contemporánea." Epos : Revista de filología, no. 25 (January 1, 2009): 107. http://dx.doi.org/10.5944/epos.25.2009.10609.

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El Bildungsroman es un género novelesco que, sin ser exclusivo ni originariamente alemán, llega a su forma clásica en Alemania. El término, del alemán Bildung (período de formación posterior a la fase correspondiente a la enseñanza primaria) y Roman (novela), es empleado para designar a las novelas cuyo tema principal es la representación literaria de las experiencias de un joven protagonista, desde su niñez o adolescencia hasta su madurez, en un proceso de aprendizaje cuya finalidad es lograr la consolidación de la personalidad del individuo y su integración en la sociedad. Asimismo este proceso formativo del protagonista evidencia el conflicto entre sus deseos y los intereses contrarios de la sociedad. De acuerdo con la crítica reciente, el Bildungsroman femenino difiere del tradicional género masculino tanto en los aspectos formales como en los hitos y metas del desarrollo y en las expectativas sociales que enfrentan las protagonistas de este tipo de relatos. Al igual que en los Bildungsromane masculinos los finales son variados y, al tratarse de un género socialmente condicionado, el éxito o fracaso de los protagonistas de estas novelas hay que interpretarlo a la luz del contexto social en el que se desarrollan. De hecho, las múltiples manifestaciones del proceso de desarrollo de los protagonistas de las novelas de formación cambian con el momento histórico y con las condiciones culturales y sociales de cada sociedad.

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3

Pascansky, Gabriel D. "Opiniones del gato Murr, de E.Th.A. Hoffmann, y la tradición del Bildungsroman." Inter Litteras, no. 2 (November 30, 2020): 83–101. http://dx.doi.org/10.34096/interlitteras.n2.9730.

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A partir de la publicación de la novela de Goethe Los años de aprendizaje de Wilhelm Meister (1795/96), se consolida el género novelístico del Bildungsroman, que ocupará un lugar dominante en el sistema literario del Kunstperiode (período artístico). La importancia de esta novela para los escritores románticos se evidencia en la discusión crítica que suscitó y, especialmente, en la cantidad de novelas que escribieron como respuesta al modelo goetheano. Opiniones del gato Murr (1819/1821), de E. Th. A. Hoffmann (1776-1822), al cuestionar las bases del esquema narrativo del Bildungsroman, se opone tanto al prototipo del género como a las réplicas románticas, por lo que puede considerarse que marca el final de una etapa en la evolución de la novela alemana.

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Mahoney, Dennis F. "El aprendizaje del lector. El Bildungsroman de la “época de Goethe”." Inter Litteras, no. 2 (November 30, 2020): 27–42. http://dx.doi.org/10.34096/interlitteras.n2.9727.

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A partir de una reevaluación de las primeras elucidaciones de Morgenstern sobre el término Bildungsroman,2 el artículo propone analizar el subgénero, ya no a partir del contenido de los textos o la trayectoria del héroe, sino considerando el efecto que las novelas buscan suscitar en el lector. Se caracteriza al Bildungsroman como un tipo de novela que promueve la cultivación del público e, incluso, el surgimiento de un nuevo tipo de lector, capaz de descifrar el significado de textos complejos. Para probar esta hipótesis se estudia el rol del lector implícito en las novelas de Goethe, Hölderlin, Novalis, Jean Paul, entre otros. Asimismo, el artículo reflexiona sobre el concepto de Bildung para dar cuenta de la paradoja en la que incurren las novelas de formación de la época de Goethe, escritas para educar al lector, pero destinadas, por su nivel de exigencia, a un público selecto y reducido. Sin embargo, se rescata la vigencia del Bildungsroman en la actualidad y se postula que los lectores contemporáneos, habituados a la literatura de vanguardias, están más capacitados para evaluar las reflexiones meta-ficcionales sobre la función de la literatura que el subgénero insinúa.

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Penas Varela, Ermitas. "La vigencia de la novela de aprendizaje: un análisis de Carreteras secundarias, de Martínez de Pisón y El viento de la luna, de Muñoz Molina." Anales de Literatura Española, no. 21 (December 31, 2009): 117. http://dx.doi.org/10.14198/aleua.2009.21.06.

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El artículo pretende demostrar, tras el análisis de la estructura y el contenido de ambas novelas, que tanto la narración de Martínez de Pisón como la de Muñoz Molina pueden encuadrarse en el género del bildungsroman. Además, El viento de la Luna, por sus características específicas, es posible vincularla a una modalidad nada infrecuente en la novela de aprendizaje: la novela lírica. Los dos relatos no sólo constatan la vigencia del género mencionado, sino la impronta de la dictadura franquista que llega al lector a través de la memoria de los jóvenes protagonistas.

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6

Lasso Rocha, Edison. "Del bildungsroman a los estudios de juventud, un análisis de La tía Julia y el escribidor de Mario Vargas Llosa." Letras (Lima) 90, no. 132 (2019): 94–109. http://dx.doi.org/10.30920/letras.90.132.4.

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En la literatura no son pocos los ejemplos que existen de novelas en las que el personaje central recorre su mundo, desde su juventud hasta su vida adulta, en busca de la experiencia que consolide su identidad. Tan es así que existe una categoría particular para entender este tipo de obras, conocidas como bildungsroman; sin embargo, es importante llevar el análisis a un nuevo nivel, a partir de plantear categorías propias de las ciencias sociales y concretamente de los estudios de juventud, para entender de mejor manera ese trayecto de búsqueda y realización que emprenden los jóvenes para insertarse socialmente. En este artículo se ha seleccionado la novela de Mario Vargas Llosa, La tía Julia y el escribidor, para mostrar las tensiones entre juventud y adultez.

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Schneider, Ana-Karina. "Reading Kazuo Ishiguro’s “Bewilderment Trilogy” as Bildungsromane." American, British and Canadian Studies 31, no. 1 (2018): 27–46. http://dx.doi.org/10.2478/abcsj-2018-0015.

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Abstract In this essay, Kazuo Ishiguro’s “Bewilderment Trilogy” is read as a series of Bildungsromane that test the limits of that genre. In these thematically unrelated novels, characters reach critical points in their lives when they are confronted with the ways in which their respective childhoods have shaped their grownup expectations and professional careers. In each, the protagonist has a successful career, whether as a musician (The Unconsoled), a detective (When We Were Orphans), or a carer (Never Let Me Go), but finds it difficult to overcome childhood trauma. Ishiguro’s treatment of childhood in these novels foregrounds the tension between individual subjectivity and the formal strictures and moral rigors of socialisation. In this respect, he comes close to modernist narratives of becoming, particularly James Joyce’s A Portrait of the Artist as a Young Man. Narrative strategies such as epiphanies and the control of distance and tropes such as boarding schools and journeys to foreign lands provide the analytical coordinates of my comparative study. While raising the customary questions of the Bildungsroman concerning socialisation and morality, I argue, Ishiguro manipulates narration very carefully in order to maintain a non-standard yet meaningful gap between his protagonists’ understanding of their lives and the reader’s.

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Hicks-Bartlett, Alani Rosa. "Deceptive Art, Bad Education, and the Letter to Michetti: Classical Intertexts and Artistic Failure in D’Annunzio’s Il Piacere." Comparative Literature 71, no. 4 (2019): 381–407. http://dx.doi.org/10.1215/00104124-7709591.

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Abstract Gabriele D’Annunzio’s Il Piacere (Pleasure) feints at being a bildungsroman. Even as it incorporates the genre’s defining tropes, it repeatedly undermines them, staging an educational process that is continually frustrated and problematized. Il Piacere can therefore be read as the story of a bad education, as it foregrounds an educational model that is upended before it even starts. More specifically, due to his faulty education, the novel’s protagonist sputters through the stages of his formation, failing to mature or develop appropriately. He founders in a crisis of representation as the fullness of creative, artistic, and amorous satisfaction continues to elude him. The objective of the bildungsroman thus stands as the elusive and problematic ideal to which Il Piacere’s protagonist should strive and remains a constant, tortured concern throughout the novel. D’Annunzio prefigures this impasse in his overlooked dedicatory letter, which recalls and subverts traditional models of formation. The letter uses a Catullan intertext to emphasize and model the importance of instruction and guidance to growth and artistic maturation. By understanding the portrayal of education in the dedicatory letter and the novel, readers learn that the structures that might have upheld the bildungsroman’s implicit promise are in short supply. The same dynamic is reiterated through classical topoi like the stories of Pygmalion and Zeuxis. These artistically grounded intertexts anticipate the major concerns of Il Piacere’s protagonist: how to engage with beauty and art to obtain pleasure, and how to overcome an improper orientation to reach amorous, artistic, and authorial objectives.

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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 toward happiness and maturity. Secondly, the article explores the presentation of the female quest, as well as some development options “in parallel” in such novels as Louisa May Alcott’s now classic “Little women” and “Good wives”. The article concludes that some novels for girls move towards an exploration of personal development from childhood to maturity, but that the criteria for the “Bildungsroman” should be adjusted to include forms other than the single novels and novels focused on one protagonist that are more typical of the “male” “Bildungsroman”. It also suggests that the criteria for maturity, self-actualisation and social integration need qualification in the “female” version of this genre.

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Horwitz, Jennifer. "Place-Based Learning in Three Bildungsromane: To Kill a Mockingbird; Roll of Thunder, Hear My Cry; and Under the Feet of Jesus." MELUS 46, no. 2 (2021): 131–52. http://dx.doi.org/10.1093/melus/mlab023.

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Abstract This article, which focuses on Harper Lee’s To Kill a Mockingbird (1960); Mildred Taylor’s Roll of Thunder, Hear My Cry (1976); and Helena María Viramontes’s Under the Feet of Jesus (1995), argues that the American bildungsroman is a genre that is uniquely situated to challenge and recast dominant assumptions about education in the United States. Although mainstream forms of education are often presented as neutral and inevitable, or what education scholar Kevin Kumashiro deplores as “commonsensical,” the three young protagonists positioned on the margins of dominant society in Lee’s, Taylor’s, and Viramontes’s texts know otherwise. Drawing on the work of bell hooks and Edward Soja, this article analyzes the educational geographies that the protagonists must move through to show that these geographies are structured through choices that center the white, ruling class and disadvantage poor white children and children of color. While formal schooling in the novels conceptually and materially reinforce a power structure of marginalization and domination—the same power structure that has led to the current climate crisis—the three novels also offer a corrective. It is only when the three protagonists stand outside institutional sites of education and center themselves in the local community that they are able to counter their oppressive schooling with place-based knowledge. The transformative educations across these bildungsromane demonstrate relational, or, in environmental terms, ecological, ways of thinking as the means to combat a status quo that obscures our material connection to each other and to the earth.

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Dissertations / Theses on the topic "Novelas bildungsromanas"

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Jones, Angela L. ""I belong to me" : Toni Morrison's Novels as Bildungsroman /." View online, 1990. http://repository.eiu.edu/theses/docs/32211998880370.pdf.

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Yoon, Ji Young. "Contesting Americanness in the Contemporary Asian American Bildungsroman." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18357.

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My study examines contemporary Asian American narratives of subject formation through the theoretical lens of the Bildungsroman. A European genre originating in late-eighteenth- and early-nineteen-century Germany, the conventional Bildungsroman is a literary tool whose main objective is to depict an idealized subject's modern socialization. As Franco Moretti nicely captures in his study of the Bildungsroman, The Way of the World, the genre's significance is, above all, its successful representation of a reconciliation of an individual's revolting desires and society's regulatory demands. While highlighting a harmonious convergence of an individual and society, Moretti points to a white European subject's becoming a normative citizen in the rise of bourgeois capitalism. American writers of Asian descent have both utilized and transformed the conventional Bildungsroman form to describe their particular subject formation in the United States. The Asian American Bildungsroman differs from the white American as well as the European Bildungsroman, both formally and thematically, mainly because the racial group's social, political, and economic conditions have been marked by the U.S. exclusion of Asians. Asian American writers' generic interventions of the Bildungsroman thus exhibit their distinctive formal interventions and textual strategies to respond to legal and social exclusions of Asians in this country. In reading four Asian American narratives of subject formation, either novelistic or (auto)biographical in form, I argue the writers invented new versions of the genre, including the communal, the assimilative, the deconstructive, and the competitive Bildungsromane. This dissertation examines how conditions of textual expressions of the contemporary Asian American Bildungsroman have been not only predominantly marked by race but also further affected by class. The significance of the Asian American Bildungsroman is at once its interrogation of the contradiction within the American ideals and its construction of Asian American subjecthood.

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Tello, Barreda Ana Lucía. "La reconfiguración del bildungsroman tradicional en Ximena de dos caminos de Laura Riesco." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2009. http://tesis.pucp.edu.pe/repositorio/handle/123456789/654.

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Watts, Billie Stephanie Powell. "Talk to me while I'm listening : a novella /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115597.

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Chrisman, James Atticus. "Marsh's Field: A Novella and Introduction." Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1429799538.

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Rozas, Olave María Fernanda. "La tergiversación del bildungsroman en La burla del tiempo de Mauricio Electorat." Tesis, Universidad de Chile, 2010. http://repositorio.uchile.cl/handle/2250/109975.

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La siguiente investigación se enmarca dentro del Seminario de grado acerca de la violencia en la narrativa chilena del siglo XX. Es importante mencionar este aspecto porque podemos dilucidar cómo la mayoría de la producción literaria de este momento nos ofrece una visión de mundo donde de alguna u otra forma está inscrita la violencia. En este marco se sitúa nuestro objeto de estudio, La Burla del Tiempo, de Mauricio Electorat, publicada el año 2004. Esta novela está escrita desde la lejanía de la Patria, en las tierras francesas que refugiaron al escritor durante los años de Post dictadura, lo cual permitió mirar con la distancia adecuada y desde una perspectiva distinta la realidad chilena. Este texto aparece marcado por una doble coyuntura histórica: en primer lugar, nos presenta una infancia y adolescencia regidas por la violencia familiar-estatal vividas en dictadura, y, por otro lado, nos muestra el presente globalizado, que influye tanto en el relato de esas memorias que constituyen a esos sujetos como jóvenes, así como en los proyectos escriturales implicados en la novela. De esta manera Electorat se hace cargo sin cinismo ni demagogia de una historia y una generación por descubrir: adolescentes que no comprenden los valores del régimen, que protagonizaron una resistencia inexperta, que se fueron sin nada y vuelven para contarlo.

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McTizic, Jamila. "It's Different for Girls: Coming of Age in Two Victorian Novels." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/english_theses/133.

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This thesis examines the feminine coming-of-age stories in The Mill on the Floss and Hard Times and seeks to redefine coming-of-age for Victorian girls as a movement into personal agency. The traditional bildungsroman has been defined in a way that largely excludes the experiences and stories of girls born during the early nineteenth century. Because these girls lacked the options and choices of their male counterparts, it becomes important to redefine what coming-of-age means when there are limited opportunities for personal growth. The middle-class Victorian woman led a largely prescribed existence and her well-being and security was often directly and indirectly tied to the status and conduct of the men in her life, usually her father. Given this, this paper also explores the father’s role in his daughter’s coming-of-age story and how he influences the choices she makes in her life.

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Contardo, Schmeisser Ir?ne Andrea. "Bildungsroman y anarquismo en Lanchas en la bah?a de Manuel Rojas." Tesis, Universidad de Chile, 2010. http://repositorio.uchile.cl/handle/2250/109945.

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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Hisp?nica menci?n Literatura<br>En este acercamiento a las problem?ticas desarrolladas en Lanchas en la bah?a (1932), del escritor chileno Manuel Rojas, se indagar?n los recursos mediante los cuales en Lanchas en la bah?a las ideas anarquistas contribuyen a la desarticulaci?n de los par?metros del modelo can?nico de la novela de formaci?n y, en consecuencia, a una rearticulaci?n de la misma. No obstante estos marcos, la novela adquiriere los rasgos de una contraBildungsroman (Rojo, 2009), que se posiciona de manera distinta, subversiva, respecto del g?nero can?nico. Para llevar a cabo el estudio, se relaciona la novela de Rojas con las diversas concepciones, teorizaciones y realizaciones que ha adoptado la novela de aprendizaje, considerando las perspectivas alemana, (pos)colonial e hispanoamericana. Por otra parte, se analizar?n los rasgos del discurso y cosmovisi?n anarquista y, en particular, del anarquismo chileno, que se filtran en la configuraci?n de las tem?ticas presentes en la obra del autor, as? como en los personajes, las acciones y los espacios en Lanchas en la bah?a.

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Sharma, Elena. "The Young Adult Dystopia as Bildungsroman: Formational Rebellions Against Simplicity in Westerfeld's Uglies and Roth's Divergent." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/431.

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Young adult novels are undeniably popular and yet they are simultaneously dismissed as inconsequential or light – conventionally deemed low literature, these novels are generally not considered worthy to be discussed in the same spaces as the less popular, more traditional high literature. If a genre of young adult novels were given a place within literary history, it would not only legitimize these novels as more than guilty pleasures or the provinces of adolescent readers who will come to grow out of them, but it would also open up the possibility for other forms of literature to be similarly recognized as worth reading or thinking about. The Bildungsroman, also known as the “novel of formation” or the more colloquial “coming-of-age” novel, is a genre grounded in the traditions of multiple literary histories and is commonly understood to be high literature. Marianne Hirsch models the European Bildungsroman, which is useful for both American novels due to the predominance of European and particularly English canon. This paper is interested in determining how contemporary young adult dystopian novels, examined through the Scott Westerfeld's Uglies and Veronica Roth's Divergent, both work within and depart from the conventions of the traditional Bildungsroman.

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Keserauskaitė, Vaiva. "Auklėjimo romano variacijos: Lauros Sintijos Černiauskaitės „Benedikto slenksčiai“ ir Romualdo Granausko „Duburys“." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120831_092438-06292.

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Bakalauro darbe lyginamuoju aspektu nagrinėjami du lietuvių autorių (Lauros Sintijos Černiauskaitės „Benedikto slenksčiai“ ir Romualdo Granausko „Duburys“) grožiniai kūriniai, didžiausią dėmesį kreipiant į auklėjimo romano žanro variacijas juose.Moksliniuose darbuose išsamiai pateikta Bildungsromano teorija, tačiau apskritai trūksta mokslininkų platesnio grožinių kūrinių aptarimo, detalesnės jų analizės auklėjimo romano aspektu. Šiame bakalauro darbe aptartos ir esminės auklėjimo romano ypatybės (kanonai), ir minėtu požiūriu smulkiau išanalizuoti bei tarpusavyje palyginti du grožiniai kūriniai.<br>There in the final bachelor work have been examined in comperative aspect two Lithuanian authors‘ (Laura Sintija Černiauskaitė „Benedikto slenksčiai“ and Romualdas Granauskas „Duburys“) novels focusing on parenting novel genre variations in them.Work theme – parenting novel variations: Laura Sintija Černiauskaitė „Benedikto slenksčiai“ and Romualdas Granauskas „Duburys“.

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Books on the topic "Novelas bildungsromanas"

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Tracing personal expansion: Reading selected novels as modern African Bildungsromane. University Press of America, 2006.

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Collins, Walter P. Tracing personal expansion: Reading selected novels as modern African Bildungsromane. University Press of America, 2007.

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Centro de Investigacións Lingüísticas e Literarias "Ramón Pinñeiro", ed. Poética da novela de autoafirmación: O Bildungsroman galego no contexto narrativo hispánico. Centro de Investigacións Lingüísticas e Literarias "Ramón Piñeiro", 1996.

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Amícola, José. La batalla de los géneros: Novela gótica versus novela de educación. Beatriz Viterbo Editora, 2003.

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Fontela, María de los Ángeles Rodríguez. La novela de autoformación: Una aproximación teórica e histórica al "Bildungsroman" desde la narrativa española. Edition Reichenberger, 1996.

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La novela de formación: Una aproximación a la ideología colonial europea desde la óptica del Bildungsroman clásico. Universidad de Alcalá, Servicio de Publicaciones, 2002.

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Gavalda, Anna. La consolante. Dilettante, 2008.

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Consumption and identity in Asian American coming-of-age novels. Routledge, 2005.

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Literary identification in women's novels of formation from Charlotte Brontë to Tsitsi Dangarembga. Ohio State University Press, 2012.

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Véa, Alfredo. La maravilla. Dutton, 1993.

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Book chapters on the topic "Novelas bildungsromanas"

1

Maynard, John R. "The Bildungsroman." In A Companion to the Victorian Novel. Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996324.ch17.

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2

Greaney, Michael. "From Bildungsroman to Schlafroman: Goncharov’s Oblomov." In Sleep and the Novel. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75253-2_4.

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Di Noi, Barbara. "Il Musil di Claudio Magris." In Biblioteca di Studi di Filologia Moderna. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-338-3.14.

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This paper discusses the importance and frequency of Magris’ explorations of Musil and his major work as a novelist, Der Mann ohne Eigenschaften. It investigates the reasons why Musil’s novel is so important, and not only so for the Germanist. Indeed, Musil’s work and its interpretation can also be considered as a kind of ‘model’ for the writer that Magris would become later on in his career. The paper focuses on different features of Musil’s masterpiece, which better meet Magris’ ideal of diegesis, and somehow subvert the classic and rational paradigm of the Bildungsroman, pointing to the magic realism of a writer like Borges.

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4

Hicks, Heather J. "“The Raw Materials”: Petromodernity, Retromodernity, and the Bildungsroman in Paolo Bacigalupi’s Ship Breaker." In The Post-Apocalyptic Novel in the Twenty-First Century. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137545848_6.

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5

Engel, Manfred. "Variants of the Romantic 'Bildungsroman' (with a short note on the 'artist novel')." In Comparative History of Literatures in European Languages. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/chlel.xxiii.20eng.

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6

Salmon, Richard. "The English Bildungsroman." In The Oxford History of the Novel in English. Oxford University Press, 2011. http://dx.doi.org/10.1093/acprof:osobl/9780199560615.003.0006.

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7

Willis, Louise. "A Space of “unwonted liberty and pleasure”." In Gendered Ecologies. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979046.003.0004.

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Gardening and botany emerged as independent and stimulating pursuits permitted, and even encouraged, for women, in the nineteenth century. Drawing on the cultural history of these pursuits, this paper examines how Charlotte Brontë uses gardens as critical sites in the Bildungsromans of Jane Eyre and Lucy Snowe. I argue that corresponding to this culture, and given the restricted locations in which the traditional female Bildungsroman may play out, Brontë’s gardens function as sites of liberation and self-discovery and are a fundamental part of the heroines’ journey into adulthood. They become crucial places for communication, courtship, and power relations, and of escape, sanctuary and introspection; public yet private spaces in which young women might negotiate and discover an empowered self. Critics have tended to treat gardens in the Brontë novels as Edenic, or as having pedagogical or moral associations. But taking an ecofeminist approach, particularly drawing on Stacy Alaimo’s work on trans-corporeality, I argue that Charlotte Brontë actively interrogates the relationship between Victorian ideologies of nature and the construction of female selfhood. Brontë valorizes the natural environment that was being eroded and exploited, appropriating gardens as a feminine territory that sustains and enriches the individual, albeit within the safe bounds of the domestic sphere.

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Berman, Russell A. "Modernism and the Bildungsroman." In The Cambridge Companion to the Modern German Novel. Cambridge University Press, 2004. http://dx.doi.org/10.1017/ccol0521482534.006.

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9

Forter, Greg. "From National Bildung to Postcolonial Transnationalism." In Critique and Utopia in Postcolonial Historical Fiction. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198830436.003.0005.

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This chapter links colonialism, nationalism, and transnationalism/cosmopolitanism to the genre of the Bildungsroman. The chapter’s theoretical reference points are Joseph Slaughter’s Human Rights, Inc. and Pheng Cheah’s Spectral Nationality: two influential critical works that offer incommensurate analyses of the Bildungsroman in relation to postcolonial nationalism (and the transnational). I show how Patrick Chamoiseau’s Texaco and Kamila Shamsie’s Burnt Shadows offer more fruitful accounts of these matters than both theorists. The novels complicate Cheah’s emphasis on the emancipatory potential of national Bildung by revealing the transnational assemblages that precede and exceed the nation’s formation. But they also resist the account of transnationalism identified by Slaughter, in which apparently cosmopolitan commitments disguise the continued coercions of Bildung as a disciplinary technique for subject-formation. Finally, each novel attends to the corporeal dimension of cosmopolitan solidarities and, in Shamsie’s case, links that corporeality to linguistic translation and the concept of the untranslatable.

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Amoko, Apollo. "Autobiography and Bildungsroman in African literature." In The Cambridge Companion to the African Novel. Cambridge University Press, 2009. http://dx.doi.org/10.1017/ccol9780521855600.012.

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