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Dissertations / Theses on the topic 'Novelas bildungsromanas'
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1
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.
3
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.
7
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.
8
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.
9
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“.
11
Debenedetti, Sara. "Formação e viagem: a vida de Annemarie Schwarzenbach no romance Lei così amata de Melania Mazzucco." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8151/tde-08022011-112140/.
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A vida de um jovem e seu percurso pelo mundo em busca de sua identidade é o mote do romance de formação, subgênero que teve seu auge entre os séculos XVIII e XIX. Franco Moretti e Esther Labovitz, entre outros críticos por nós considerados, estudaram a fundo o romance de formação o Bildungsroman , sendo que esta última autora focalizou a variante feminina no Bildungsroman do século XX. O presente trabalho tem como objetivo analisar o romance da escritora italiana Melania Mazzucco Lei così amata. O romance recorta e focaliza uma parte da vida da escritora suíça Annemarie Schwarzenbach, portanto possui as características do romance biográfico. Contudo, pretendemos, neste estudo, evidenciar principalmente as características que fazem dessa obra um romance de formação. Por meio da conturbada trajetória vivida pela protagonista, buscamos reconhecer, nas viagens empreendidas por ela, ao redor do mundo, as características fundamentais do romance de formação. Em particular, com base nos estudos de Mikhail Bakhtin sobre o cronotopo, analisamos as formas com que o tempo vivido nos diferentes continentes Ásia, América e África marcam o percurso formativo da heroína.<br>The life of a young man and his way through the world in search of his own identity is the motto of the formation novel, subgenre which had its climax between the 18th and the 19th centuries. Franco Moretti and Esther Labovitz, among other critics considered by us, studied the formation novel in depth the Bildungsroman , this last author focusing on the feminine variant in the Bildungsroman of the 20th century. This study aims at analyzing the novel of the Italian writer Melania Mazzucco Lei così amata. The novel focuses on part of the life of the Swiss writer Annemarie Schwarzenbach, therefore it presents all the characteristics of the biographical novel. However, in this study, our main intention is to demonstrate all the features that make this work a formation novel. Through the troubled trajectory lived by the protagonist, we try to recognize, in her journeys around the world, the fundamental features of the formation novel. In particular, based on the Mikhail Bakhtins studies of the chronotope, we analyze the forms in which the time lived in the different continents Asia, America and Africa determine the heroines formative course.
12
Addei, Cecilia. "Childhoods dis-ordered: Non-realist narrative modes in selected post-2000 West African war novels." Thesis, University of the Western Cape, 2017. http://hdl.handle.net/11394/5447.
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Philosophiae Doctor - PhD<br>This study explores how selected West African war novels employ non-realist narrative
modes to portray disruptions in the child’s development into adulthood. The novels considered are
Chris Abani’s Song for Night (2007), Ahmadou Kourouma’s Allah is Not Obliged (2006),
Uzodinma Iweala’s Beasts of No Nation (2005) and Delia Jarrett-Macauley’s Moses, Citizen and
Me (2005). These novels strain at the conventions of realism as a consequence of the attempt to
represent the disruptions in child development as a result of the upheavals of war. A core
proposition of the study is to present why the authors in question are obliged to employ non-realist
modes in representing disrupted childhoods that reflect the social and cultural disorder attendant
upon war. The dissertation also asks pertinent questions regarding the ideological effect of these
narrative strategies and the effect of the particular stylistic idiosyncrasies of each of the authors in
figuring childhood in postcolonial Africa. The novels in question employ surrealism, the absurd,
the grotesque and magical realism, in presenting the first person narratives of children in war
situations, or the reflections of adult narrators on children affected by war. This study further
analyses the ways the aesthetic modes employed by these authors underscore, in particular,
children’s experiences of war. Through strategic use of specific literary techniques, these authors
highlight questions of vulnerability, powerlessness and violence on children, as a group that has
been victimised and co-opted into violence. The study further considers how these narrative
transformations in the representations of children in novels, capture transformations in ideas about
childhood in postcolonial Africa.
13
Shand, Daniel. "'Savage Things', &, She's leaving home : the role of space in three coming-of-age novels." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22961.
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This thesis comprises two pieces of work – a novel and an accompanying research paper. The novel, Savage Things, is a story of a girl, removed from the home of her vulnerable mother to live with her grandparents for a summer. There, she falls in with various secondary characters: a gang of boys, the college-aged girl who lives upstairs, a housebound neighbour, and her wider family. As these relationships form, the girl feels increasingly conflicted about her own identity and her place in the world. However, the girl’s mother is not finished with her and reappears as the girl begins to find her feet in this new environment, taking her on a final trip that forces them to reconsider their relationship with each other and the world around them. The research paper, ‘She’s Leaving Home’, is an examination of three coming-of-age texts – Marilynne Robinson’s Housekeeping, Alan Warner’s Morvern Callar, and Eugene McCabe’s Death and Nightingales. The paper analyses all three novels via their relationship to the Bildungsroman as a form and questions the role that space plays in each. My discussion defines space in several ways – as a physical, psychological, and social concept. I argue that space is an essential component to the Bildungsroman in that it provides the context necessary for a protagonist to define herself against and within. It considers the prominent role that land plays and how it corresponds to each text’s political context – from the Depression-era transients of Housekeeping to the bitter land disputes of Death and Nightingales – while also arguing that each context assists in its protagonist’s coming-of-age.
14
Greenberg, Ted. "Stuffmobile: a Novella." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5227.
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The leitmotif of Stuffmobile, a modern day Florida-based novella, is that of relational healing: a son with his father, ex-lovers with one another, and, even more challenging perhaps, a son making peace with his dead mother. New beginnings are explored, both as resurrection of long dead feelings and as starting afresh after loss. A husband finds distraction in a covert project after his wife's death, so much so that his preoccupied isolation worries his two adult children. The son comes to investigate, and his malfunctioning car leads to the beginnings of reconciliation. The characters here struggle to understand and be understood, to avoid hurting others and avoid being hurt, all while searching for respect and love: just another normal day of the human experience.<br>ID: 031001491; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Pat Rushin.; Includes reading list (p. 177-181).; Title from PDF title page (viewed July 24, 2013).; Thesis (M.F.A.)--University of Central Florida, 2012.<br>M.F.A.<br>Masters<br>English<br>Arts and Humanities<br>Creative Writing
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Cavagnaro, Farfán Franco. "Entre el mundo y la imagen del mundo: Ximena de dos caminos, el Bildungsroman y la novela de formación europea." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2004. http://hdl.handle.net/20.500.12404/16666.
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Orcid: https://orcid.org/0000-0003-4133-3912<br>Esta tesis se ha servido de diferentes estudios y ensayos, en inglés, alemán e
italiano, además del español, dado que la mayoría de textos enumerados en la
bibliografía en relación al Bildungsroman, la novela de aprendizaje y aquellos
referidos a la novela en cuanto tal, no se encontraban traducidos. Además, gracias
a contactos foráneos interesados en la redacción de esta tesis, pudimos recopilar
textos claves en la elaboración de la misma. Un caso especial es el acceso a la
versión original en italiano de Il romanzo di formazione de Franco Moretti, libro que
el propio autor nos enviara desde la Universidad de Stanford en San Francisco. O
los artículos en revistas norteamericanas (Third woman, Michigan Germanic
Studies) o enviadas desde universidades norteamericanas (Boston University,
Dartmouth College, University of New York, Rutgers University) en las que se
seguía muy de cerca el debate acerca de la problemática del Bildungsroman o de la
novela de Laura Riesco. Estos nos dieron una visión panorámica y diacrónica de
lo que hasta la fecha se dice y se discute acerca de estas novelas. En el caso de
Ximena de dos caminos, recopilamos algunas entrevistas y declaraciones de la autora
acerca de su condición escindida, ya no sólo como escritora y mujer, sino como escritora y mujer en un país extranjero expresándose en una lengua materna que
debe redescubrir todos los días.
Precisamente estas investigaciones acerca de Ximena de dos caminos y las
declaraciones y entrevistas de la autora, no nos dejan olvidar que el debate sobre
la novela peruana permanece casi sin estudios sólidos en nuestro país. Mucho
menos si pensamos en la pasada década, aunque algunos esbozos se han intentado
trazar, sea en artículos de revistas como de periódicos. De ahí la importancia del
análisis de una novela de la década pasada que muestra diferentes aristas de
contacto con otras novelas contemporáneas y que es una base para una
investigación profunda acerca del corpus de novelas de los noventas y una posible
vía de estudio. Muchos investigadores se han referido al ambiente de los noventas
como enriquecedor para un escritor y sus ficciones, pero también empobrecedor y
estéril para el desarrollo y difusión de esas mismas ficciones gracias a la
indiferencia y la falta de aliento de su sociedad.
En consecuencia, este trabajo buscará ser sintético pero profundo en la
búsqueda de respuestas a las interrogantes que se plantean acerca de la relación
exacta entre la novela de Riesco y el Bildungsroman y de qué modo se inserta dentro
de la novelística peruana.<br>Tesis
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Bezerra, Viviane Santos [UNESP]. "Uma leitura de La disubbidienza de Alberto Moravia como romance de formação." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150436.
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Previous issue date: 2017-02-10<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Próximo de completar setenta anos de sua publicação, La disubbidienza, sexto romance dos mais de trinta livros publicados ao longo da carreira do escritor italiano Alberto Moravia, continua a ser uma obra um tanto ofuscada pelo sucesso de outros livros consagrados do autor: Gli Indifferenti (1929) obteve reconhecimento e repercussão sem precedentes; La romana (1947), Il conformista (1951), Il disprezzo (1954), La ciociara (1957), La noia (1960), entre outros, são incansavelmente citados como obras representativas e que despertam interesse da pesquisa acadêmica. Entretanto, buscaremos aqui instaurar uma reflexão sobre a importância do romance de 1948, uma vez que o próprio Moravia, em uma entrevista concedida a Alain Elkann, que compõe a biografia La vita di Moravia, declara que, como crítico de si mesmo, considerava La disubbidienza uma de suas melhores obras (ELKANN, 1990, p. 176). Dito isto, buscaremos contextualizar esse romance, além de oferecer uma leitura interpretativa do mesmo, a partir da análise de suas veredas, principalmente destacando as características que inserem a obra no gênero literário Romance de Formação, o Bildungsroman.<br>Close to the seventy-year anniversary of its publication, La Disubbidienza, the sixth novel out of more than thirty books published throughout his career, Italian writer Alberto Moravia, remains somewhat overshadowed by the success of other successful books: Gli Indifferenti (1929) obtained unprecedented recognition and repercussion; La romana (1947), Il conformista (1951), Il disprezzo (1954), La ciociara (1957), La noia (1960), among others, are tirelessly cited as representative works that raise interest in academic research. However, we will try to do some thinking about the importance of the 1948 novel, since Moravia himself, on an interview with Alain Elkann, who writes the biography La vita di Moravia, states that, as a critic of himself, considered La Disubbidienza one of his best works (ELKANN, 1990, p.176). Thus, we will attempt to contextualize this novel, besides offering a comprehensive reading analyzing its paths, mainly highlighting features that place this work in the literary genre Novel of Formation, the Bildungsroman.
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Gomes, Celina de Oliveira Barbosa. "Desalienação e a configuração do Bildungsroman em Sozaboy : a novel in rotten english, de Ken Saro-Wiwa." Universidade Estadual de Londrina. Centro de Letras e Ciências Humanas. Programa de Pós-Graduação em Estudos Literários, 2015. http://www.bibliotecadigital.uel.br/document/?code=vtls000200906.
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Estudar a África sob uma perspectiva que diverge dos discursos imperialistas e colonialistas é contemplar sua pluralidade e caracterizações de forma a construir uma leitura mais coerente dos modos de vida e de sobrevivência dos habitantes daquele continente; é possibilitar uma compreensão alternativa sobre contextos pré-coloniais, coloniais e pós-coloniais e sobre as consequências das empreitadas Europeias naqueles cenários. Pensando no escopo da Nigéria, país considerado nesta investigação, tal perspectiva pode elucidar como a ação das forças inglesas no período colonial e pós-colonial enfraqueceram conceitos de identidade, autonomia e sociedade, bem como a importância de heranças étnicas e culturais. Por outro lado, está, também, atenta para questões como as disputas internas entre as maiorias étnicas, a saber, os grupos Ioruba, Igbo, Haussá e Fula, e as minorias, como é o caso da etnia Ogoni, localizadas no Delta do Níger, região de farta concentração de petróleo e palco, por conseguinte, de intensos conflitos territoriais. Esta dissertação evidencia, a partir da análise do romance Sozaboy: a novel in rotten English, do escritor nigeriano Ken Saro Wiwa, e de extensa pesquisa bibliográfica, o caos provocado pela guerra em uma dessas problemáticas regiões nigerianas e o processo de desalienação pelo qual passam seus habitantes, metaforizados na comunidade de Dukana e, mais especificamente, no personagem Mene, o Sozaboy. Tem-se neste cenário, uma desalienação que, em realidade, é sintomática do próprio autor, haja vista as profundas correspondências entre ele e o protagonista do texto. O trabalho demonstra de que forma problemas como a corrupção, a falência da liderança estatal, a ganância pelo poder e o desprezo pela identidade autóctone colaboraram para a dizimação ambiental, humana e social de Dukana; ao mesmo tempo em que propiciaram o amadurecimento do jovem Mene, num processo que considero próprio do Bildungsroman. Assim, o trabalho conta com uma metodologia que relaciona literatura e história da África, especialmente da Nigéria, e emprega a categoria genérica do Bildunsroman a fim de acentuar tanto o processo de desalienação e maturação do personagem principal como a estrutura antiguerra do texto.<br>Studying Africa from a perspective that diverges from imperialist and colonialist discourses amounts to contemplating its plurality and characterizations so as to build a more coherent reading of its inhabitants modes of living; it also amounts to engage in an alternative understanding of its precolonial, colonial and postcolonial contexts and of the consequences of the European enterperises on the continent. As related to Nigeria, the country considered in this investigation, such perspective can elucidate how the action of English forces during the colonial and postcolonial period weakend concepts of identity, autonomy and society, as well as of the importance of ethnic and cultural heritages. On the other hand, it is also alert to questions such as the internal disputes between ethnic majorities, namely, the Igbo, Hausa, Yoruba, and Fula, and minorities, as is the case of the Ogoni people, who live in the Niger Delta, an oil-prolific and conflict-stricken region. Through the analisis of Nigerian Ken Saro-Wiwas Sozaboy: a novel in rotten English and by recourse to extensive bibliographical research, this dissertation evinces the chaos caused by war in one of those problematic Nigerian regions as well as the process of disalienation undergone by its inhabitants, metaphorically represented by Dukana and the novels protagonist, Mene, or Sozaboy. The work demonstrates the ways in which problems such as corruption, failure of State leadership, greed for power and contempt for ones own indigenous identity collaborate to the environmental, human and social decimation of Dukana; at the same time that they propiciate the maturation of Mene in a process that I consider akin to Bildungsroman as a genre. The work thus rely on a methodology that relates African literature and history, especially Nigerian history, and employs the generic category of the Bildungsroman in order to emphasize both the main characters process of disalienation and the novels anti-war structure.
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Masenga, Ilaria. "The 'delaying of age' novel in contemporary Italian literature (1980-2011)." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/12001.
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This thesis explores the development of the Bildungsroman in Italian narrative between 1980 and 2011 and focuses, as a case study, on seven novels by three contemporary writers: Pier Vittorio Tondelli, Sandro Veronesi, and Giuseppe Culicchia. By contrasting the idea of an end of the literary genre with the First World War, as theorised by Franco Moretti in The Way of the World (an influential study on the European Bildungsroman published in 1987), this research will aim to demonstrate that contemporary Italian literature still engages with the genre. However, this analysis will show that a traditional coming of age process is no longer possible in contemporary society and will propose a different perspective from which to observe the transition from youth to adulthood – and its representation – in Italy. Acknowledging that the postponement of adulthood has become a common trope to describe this process, this thesis will argue that, instead of a coming of age process, the male young protagonist of the novels selected faces a ‘delaying of age process’, a conscious choice to postpone his entry into an unwelcoming adult world. The first two chapters of this work will establish the methodological background on which the textual analysis conducted in the following two chapters will be based. Chapter One will develop along two complementary lines: on the one hand, by basing my discussion on Moretti’s study, I will trace the origins of the Bildungsroman and identify the elements of continuity and diversity between the traditional examples of the genre in the late eighteenth and nineteenth centuries and its evolution in the twentieth century. On the other hand, I will study the changes undergone by youth over the centuries, especially focusing on the shaping of male identity in the first decades of the twentieth century. Chapter Two will provide the socio-historical framework of this research, drawing a picture of contemporary Italy (from the aftermath of the Second World War), which will discuss the central issues against which the ‘delaying of age process’ will be analysed: generation, family, gender roles, work environment and consumption. In Chapters Three and Four, I will read the narrative texts selected as representing that ‘delaying of age’ trend which I will identify as a specifically Italian way of coming of age in contemporary society. By focusing on the relationship between the male protagonists and the ‘other’, the textual analysis will show new ways of conceiving the process of becoming a man in contemporary Italy.
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Zenteno, Valdiviezo Fiorella Ysabel. "Moderno por sus circunstancias, antimoderno por convicción : una lectura de la modernidad problemática en memorias de un soldado desconocido de Lurgio Gavilán por medio del bildungsroman y la novela picaresca." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2019. http://hdl.handle.net/20.500.12404/15537.
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La presente tesis tiene como objetivo realizar una lectura de Memorias de un
soldado desconocido, la autobiografía de Lurgio Gavilán Sánchez, como un producto a
la vez que una autocrítica del paradigma moderno. Para ello, analiza el texto
principalmente en diálogo con dos géneros. El primero, el Bildungsroman, resulta útil
dado que se centra en el proceso de aprendizaje del protagonista, mientras que el
segundo, la novela picaresca, desarrolla el tópico del protagonista que escribe su propia
historia. En el primer capítulo se realiza una lectura del proceso de aprendizaje del texto
en diálogo con el Bildungsroman para visualizar la ambigüedad en el desarrollo del
discurso moderno en él, ya que, aunque establece una causalidad entre el proceso de
aprendizaje de Lurgio y su presente como autor de su autobiografía, concluye no en una
legitimación de los valores que hicieron posible esta transición, sino en un llamado de
urgencia sobre las injusticias de la sociedad moderna. En el segundo capítulo, a través
del análisis del proceso de creación del texto en diálogo con el aparato teórico sobre la
novela picaresca, se observa que hay un proceso de escritura que está íntimamente
relacionado al de aprendizaje. Al final del proceso de aprendizaje, Lurgio
comprende que ya casi no hay esperanzas de cambiar la sociedad, es en este ámbito
que la escritura entra como último recurso para difundir un mensaje de urgencia
debido a una deuda con el pasado.<br>Tesis
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Ibrahim, Laith. "Naissance de l'individu et émergence du roman de formation. La contribution du roman-mémoires des années 1730." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL077.
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Le discours critique sur le roman-mémoires des années 1730 semble souvent hésiter entre deux attitudes antagonistes : soit il y discerne les signes d’une « naissance de l’individu » et y voit l’émergence du roman de formation (Bildungsroman). Soit il considère que ces catégories sont anachroniques : la notion d’« individu », comme être conscient de soi et de son intériorité affective et comme l’élément élémentaire dont se compose la société n’apparaît-elle pas seulement dans la deuxième moitié du XVIIIe siècle en particulier dans la réflexion de Jean-Jacques Rousseau ? et le roman de formation ne trouve-t-il pas son prototype en Allemagne, avec Les Années d’apprentissage de Wilhelm Meister de Goethe ? Mais en réalité, Rousseau et Goethe sont tous deux de grands lecteurs de romans-mémoires et ils s’en sont nettement inspirés dans leurs écrits. La présente thèse souhaite montrer que le roman-mémoires des années 1730 peut être analysé comme un roman de formation, dans la mesure où il décrit les étapes constitutives de l’identité d’un individu et porte une vision du monde sur sa place dans la vie sociale. Mais une telle hypothèse implique de s’interroger sur cette forme romanesque « rebelle à tout ordre » (Henri Coulet, Le Roman jusqu’à la Révolution) : Comment définir cette forme romanesque ? Quel est son rôle dans la cristallisation de la notion d’« individu » ainsi que du roman de formation ? C’est à ces questions que s’efforce de répondre cette thèse en analysant quelques œuvres emblématiques de cette nouvelle forme romanesque, ainsi que leurs enjeux, leurs dimensions philosophiques, esthétiques, politiques et anthropologiques et leurs contributions à l’avènement de l’individu et à l’émergence du roman de formation (Bildungsroman)<br>The critical discourse on the memoir novel of the years 1730 often seems to hesitate between two antagonistic attitudes : either it discerns in it the signs of a "birth of the individual" and sees in it the emergence of the novel of formation (Bildungsroman). Or it considers these categories as anachronistic : did not the notion of the "individual" as a being conscious of itself and of its emotional interiority and as the basic element of which society is composed only appear in the second half of eighteenth century, most notably in the reflections of Jean-Jacques Rousseau ? And did not the novel of formation find its prototype in Germany, with Goethe’s Wilhelm Meister’s Apprenticeship ? But in reality, Rousseau and Goethe were both great readers of memoir novels and were clearly inspired by them in their writings. The present thesis hopes to show that the memoir novel of the years 1730 can be analyzed as a novel of formation, insofar as it describes the constituent steps of individual identity and carries a worldview regarding its place in social life. However, such a hypothesis implies asking some questions about this novelistic form, considered as "rebellious to any order" (Henri Coulet, Le Roman jusqu’à la Révolution) : How can this novelistic form be defined ? What was its role in the crystallization of the notion of the "individual", as well as that of the novel of formation ? These are the questions that this thesis attempts to answer by analyzing some emblematic works of this then new novelistic form, as well as their importance, their philosophical, aesthetic, political and anthropological dimensions and their contributions to the advent of the individual and the emergence of the novel of formation (Bildungsroman)
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Santos, Cássia Farias Oliveira dos. "Narrativas de amadurecimento: relações entre o romance de formação e a literatura infanto-juvenil." Niterói, 2017. https://app.uff.br/riuff/handle/1/3495.
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Cássia Farias - Narrativas de Amadurecimento.pdf: 1353681 bytes, checksum: eabe941ec96720314f60253d3d4d4217 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Na presente dissertação, serão abordadas as relações entre o romance de formação e a
literatura juvenil nas literaturas de língua inglesa. Apesar de suas particularidades, os dois
gêneros têm em comum o fato de apresentarem contornos pouco definidos. Sendo assim,
serão discutidas questões teóricas pertinentes a cada um deles a fim de chegar ao ponto central
do trabalho: descrever e caracterizar o que seria o Bildungsroman juvenil. Três obras foram
escolhidas para análise, Grandes esperanças (1860), de Charles Dickens, O apanhador no
campo de centeio (1951), de J.D. Salinger – que serão usados para falar da tradição do
romance de formação e da sua evolução – e Bateria, garotas e a torta perigosa (2004), de
Jordan Sonnenblick, escolhido como exemplo paradigmático da manifestação desse gênero na
literatura juvenil<br>This thesis will discuss the relationship between the coming of age novel and young-adult
literature in English-language literature. Although each of the two genres has its own
peculiarities, neither of them has well-defined contours. Therefore, relevant theoretical
aspects of each genre will be examined in order to reach the main goal of this work: to
describe and characterize the young-adult Bildungsroman. Three novels were selected for
analysis: Great Expectations (1860), by Charles Dickens, The Catcher in The Rye (1951), by
J.D. Salinger – both of which will be used to outline the tradition of the coming of age novel
and its evolution – and Drums, Girls and Dangerous Pies (2004), by Jordan Sonnenblick, a
paradigmatic example of the manifestation of the genre in young-adult literature
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Allison, Leslie. "Growing Cold: Postwar Women Writers and the Novel of Development, 1945-1960." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/351075.
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English<br>Ph.D.<br>Growing Cold: Postwar American Women Writers and the Novel of Development, 1945-1960, examines how women writers developed, negotiated, and struggled with representing adolescent girl selfhood in the novel of development – also termed the Bildungsroman – during the early postwar era. By examining four women’s Bildungsromans written between 1946-1960 – Carson McCullers’s The Member of the Wedding (1946), Jean Stafford’s The Mountain Lion (1947), Shirley Jackson’s Hangsaman (1951), and Harper Lee’s To Kill a Mockingbird (1960) – I show that postwar women writers were actively shaping the genre in a way that would fundamentally shift how adolescent girlhood would be represented in second wave feminist and contemporary female Bildungsromans. By 1960, adolescent girls in women’s literature were far different from where they began in 1945: they were younger, more sexual, and more psychologically complex than the adolescent girl characters earlier in the 20th century. Yet these novels are also racially and sexually problematic, advancing white heteronormative identity at the expense of queer and racially othered characters. In this way, these writers suggest that postwar adolescent development is a process of "growing cold"; it is a process of loss, emptiness, and violence, leading to emotional and social isolation. This project therefore intervenes in postwar American literary studies and women's studies by raising awareness of the importance that postwar women writing played in the development of the contemporary Bildungsroman.<br>Temple University--Theses
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Berg, Karin. "Roaming the streets : A comparative study of the theme of the flâneur in the novels Catcher in the Rye and Ghost World." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33307.
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Sumalla, Benito Aranzazu. "La novela de formación en la narrativa española contemporánea escrita por mujeres." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/123215.
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Esta tesis pretende estudiar el género de la novela de formación o bildungsroman, nacido en la Alemania de Goethe y en la Irlanda de Joyce con sus obras Los años de aprendizaje de Wilhelm Meister y Retrato del artista adolescente, en la literatura española contemporánea y, concretamente, en la obra narrativa de autoras españolas que escribieron y publicaron su obra durante el pasado siglo.
Para ello, se realiza, en primer lugar, un análisis de las características propias del género y de sus posibles antecedentes en la literatura española previa al siglo XX (desde el Lazarillo, hasta la novela de artista de Emilia Pardo Bazán, pasando por el Quijote como referencia indispensable en la literatura no sólo española sino universal) , para, seguidamente, estudiar su clara entrada en la narrativa española a partir de principios del siglo XX de la mano de autores como de Pío Baroja, Azorín, Ramón Pérez de Ayala o Manuel Azaña, con títulos tales como Camino de perfección, La voluntad, A.M.D.G. y El jardín de los frailes, novelas que anteceden a las que van a estudiarse en el grueso de la tesis.
Seguidamente, la tesis se centra en el desarrollo del bildungsroman en la narrativa de diez autoras clave del siglo XX español: Rosa Chacel, Carmen Laforet, Carmen Martín Gaite, Ana María Matute, Josefina Aldecoa, Clara Janés, Ana María Moix, Soledad Puértolas, Nuria Amat e Irene Gracia., analizándose los elementos comunes propios del género que pueden encontrarse en sus siguientes novelas: Barrio de maravillas, Nada, Entre visillos, Primera memoria, La Casa Gris, Jardín y laberinto, Julia, Cielo nocturno, La intimidad y Fiebre para siempre.
El análisis de las obras se estructura alrededor de ocho temáticas propias del bildungsroman que se desarrollan en todas y cada una de las novelas : carácter autobiográfico de las obras analizadas, en las que, en ocasiones, la frontera entre autor y narrador queda difuminada; importancia de la labor artística como elemento integrante de la formación del protagonista y, muchas veces, finalidad última de evolución del personaje; la identidad diferencial de las protagonistas, todas ellas aisladas a menudo de su entorno por su condición de diferentes; el papel clave de las figuras paterna y materna y la trascendencia de su ausencia o de su omnipresencia; la importancia de los mentores femeninos que, en muchas de las novelas, se convierten en modelos a evitar precisamente por su papel represor o anti-evolutivo; la necesidad frustrada de comunicación con el otro, sea este otro el grupo de pares en el que debe desarrollarse el personaje, el primer amor o el alma gemela anhelada; el espacio físico como determinante de la evolución del protagonista, básicamente a partir de un contraste claro entre un interior impuesto y claustrofóbico y un exterior que se identifica con la ansiada libertad; y el logro o no de la meta última de convertirse en adulto individual e independiente.
Finalmente, s e proponen algunas correlaciones con otras obras pertenecientes al género del bildungsroman pero que, por la limitación de la tesis, no han quedado recogidas en ella.<br>This thesis tries to analyse the bildungsroman or coming of age novel genre, born in Goethe’s Germany and Joyce’s Ireland with the two representative novels Wilhelm Meisters Lehrjahre and Portrait of an Artist as a Young Man, throughout the Spanish Contemporary Literature and, especially, throughout the novels of Spanish women writers who build their work during the 20th century.
First of all, there is a detailed explanation of the genre characteristics as well as the tradition of this genre in Spanish literature before the 20th Century (from the Lazarillo to Emilia Pardo Bazán’s artist novel, also considering the influence of the Quijote as a compulsory reference not only in Spanish literature but also in literature in any language). Secondly, this work studies the genre at the beginning of 20th Century Spanish literature through the works of Pío Baroja, Azorín, Ramón Pérez de Ayala and Manuel Azaña, Camino de perfección, La voluntad, A.M.D.G. and El jardín de los frailes.
Following with these two introductory chapters, the main chapter of this thesis is the approachment to the bildungsroman novels of ten Spanish women authors in 20th Century Spanish literature: Rosa Chacel, Carmen Laforet, Carmen Martín Gaite, Ana María Matute, Josefina Aldecoa, Clara Janés, Ana María Moix, Soledad Puértolas, Nuria Amat and Irene Gracia, taking into account the common elemnts we can find in their novels: Barrio de maravillas, Nada, Entre visillos, Primera memoria, La Casa Gris, Jardín y laberinto, Julia, Cielo nocturno, La intimidad and Fiebre para siempre.
The common elements analysed in the thesis are: the autobiographica character of the novels; the importance of the artistic and creative element in the evaluation of the main character; the condition of outsider of the main character; the importance of the father and mother characters, either being absent or too present, in the development of the main character; the role of the femenine adult references; the need of communication with the pair group, very often impossible to achieve; the physical entourage of the protagonist, usually a claustrophobic space; the main goal of becoming an independent adult person oppossed to the child or adolescent who starts the novel.
Finally, I propose some other works that are related to these ten novels as a suggestion for further investigation in the bildugnsroman genre in Spanish literature.
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Piep, Karsten H. "Embattled Homefronts: Politics and Representation in American World War I Novels." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1109634736.
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Piep, Karsten H. "Embattled homefronts politics and representation in American World War I novels /." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1109634736.
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CRUVINEL, Larissa Warzocha Fernandes. "NARRATIVAS JUVENIS BRASILEIRAS: EM BUSCA DA ESPECIFICIDADE DO GÊNERO." Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/2849.
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Previous issue date: 2009-10-09<br>This study investigates the specificities of contemporary Brazilian youth literature based on the initial
hypotheses that such works attempt to establish an educational process for life. The concept of education
is based on Bildungsroman (or formation novel), a genre whose paradigm is Goethe s Wilhelm Meister s
Apprenticeship. The human-centred formation in this novel goes beyond purely practical teachings
and leads the main character towards a maturity process promoted by existential ordeals. Thus, Meister s
educational principles are taken into account in order to observe how the educational issue is represented
in youth literature. This theoretical research aims to discuss the possible relationship between formation
novels and youth literature as well as its characteristics. Works by Sandra Beckett (1997), Daniel
Delbrassine (2002, 2006), João Luís Ceccantini (1993, 2000), Geffard-Lartet (2005), and Danielle
Thaler (2002) were used as reference. Furthermore, the Vaga-lume Series published by Editora Ática
was analysed. The series is a pioneering collection in Brazil as regards publishing novels for young
readers. The analysis also included the finalist novels for the Jabuti Prize which were selected by
Câmara Brasileira do Livro (CBL) from 2006 to 2008 in the Best Youth Book category. Readers
undergoing a formation process feel seduced by specific strategies related to thematic and formal
choices used in such novels. The educational issue is important due to the fact that the young character
shows greater experience after facing ordeals. Therefore, in order to understand the tendencies in
contemporary youth narratives, it is necessary to discuss its features and carry out an intrinsic analysis
of works published under the heading of youth literature.<br>Este trabalho investiga a especificidade das narrativas juvenis brasileiras contemporâneas, apoiandose
na hipótese inicial de que há, nas obras voltadas para jovens, uma preocupação de configurar um
processo de educação para a vida. A ideia de educação se fundamenta no Bildungsroman (romance
de formação), um gênero que tem como paradigma Os anos de aprendizado de Wilhelm Meister, de
Goethe. A formação nessa obra está centrada numa educação humana, que foge dos ensinamentos
puramente utilitários para levar o protagonista a um processo de amadurecimento causado pelo
enfrentamento das provas próprias da existência. Dessa forma, parte-se dos princípios educativos
presentes no Meister para observar como se manifesta o tema da educação nas obras juvenis. Para
aprofundar a discussão sobre as possíveis relações entre o romance de formação e a literatura juvenil,
assim como sobre as especificidades desse campo, foi feita uma pesquisa teórica em obras sobre esse
tema, como as de Sandra Beckett (1997), Daniel Delbrassine (2002, 2006), João Luís Ceccantini
(1993, 2000), Geffard-Lartet (2005) e Danielle Thaler (2002). Em seguida, empreendeu-se a análise
da Série Vaga-Lume da Editora Ática, uma coleção pioneira no Brasil na publicação de narrativas
voltadas para o jovem leitor, e também dos romances finalistas do prêmio Jabuti, selecionados pela
Câmara Brasileira do Livro (CBL) nos anos de 2006 a 2008, na categoria melhor livro juvenil . As
obras analisadas procuram seduzir um leitor em formação, com estratégias particulares ligadas a escolhas
temáticas e formais. O tema da educação nessas obras é uma vertente importante, visto que a
personagem jovem, ao final das provas enfrentadas, apresenta um acréscimo de experiência.
Compreender, enfim, as tendências da narrativa juvenil na contemporaneidade envolve a discussão da
especificidade desse campo e a análise intrínseca das obras lançadas no mercado com a denominação
de juvenis.
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Rush, Anna. "The generic originality of Iurii Tynianov's representation of Pushkin in the novels 'Pushkin' and 'The Gannibals." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1712.
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This thesis is the first extensive study devoted to the generic originality of Iurii Tynianov’s representation of Pushkin in his two historical novels, Pushkin (1935-1943) and the abandoned The Gannibals (1932). Chapter 1 contextualises Tynianov’s contribution to the current debates on the novel’s demise, ‘large’ form and the worthy protagonist. The conditions giving rise to contemporary interest in the genres of biography and the historical novel are delineated and the critical issues surrounding these are examined; Tynianov’s concern to secularise the rigid monolith of an all but sanctified ‘state-sponsored Pushkin’ and the difficulties of the task are also reviewed. Chapter 2 shifts the examination of Pushkin as a historical novel to its study within the generic framework of the Bildungs, Erziehungs and Künstlerromane with their particular problematics which allowed Tynianov to grapple with a cluster of moral, philosophical and educational issues, and to explore the formative influences on the protagonist’s identity as a poet. Chapter 3 explores the concept of history underlying Tynianov’s interpretation of the characters and events and the historiographical practices he employed in his analyses of the factors that shaped Pushkin’s own historical thinking. Chapter 4 investigates Tynianov’s scepticism about Abram Gannibal’s and A. Pushkin’s mythopoeia which reveals itself in Tynianov’s subversively ironical and playful use of myth in both novels. The Conclusion assesses Tynianov’s contribution to the 20th century fictional Pushkiniana and reflects on his innovative transgeneric historical novel which broke the normative restrictions of the genre, elevated it to the level of ‘serious’ literature and made it conducive to stylistic experimentation.
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Sadkaoui, Nourchen. "L’expression féminine dans les romans d’Anne Brontë." Thesis, Paris 4, 2012. http://www.theses.fr/2012PA040100.
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Anne Brontë utilise ses talents de romancière pour explorer le domaine du féminin. Cette étude se propose d’étudier les différentes manifestations de l’expression féminine dans ses romans. Il est question d’abord de lire le premier roman, Agnes Grey, comme un Bildungsroman féminin qui raconte le périple de formation, de maturité et d’épanouissement de l’héroïne : jeune fille passive, silencieuse et pusillanime elle devient épouse, mère, éducatrice et écrivaine confiante et éloquente. Le deuxième chapitre explore la métaphore de l’enchâssement en rapport avec le deuxième roman, The Tenant of Wildfell Hall. L’examen des différents niveaux de discours imbriqués dans la structure narrative illustre les relations complexes entre les sexes dans le modèle de société patriarcale que propose le roman. Le troisième et dernier chapitre s’attache aux attributs identitaires créatifs de l’héroïne. Son ingéniosité qui se manifeste dans ses écrits, ses peintures, ses talents d’éducatrice et son empathie lui permettent non seulement de survivre et de créer dans un environnement hostile, mais de faire bénéficier pleinement ses amis et ses proches de son expérience personnelle. Les études consacrées à l’auteure montrent que le thème de l’expression féminine n’a guère mobilisé l’attention des critiques. Cette thèse, qui propose des pistes inédites de recherche, offre une réflexion synthétique sur la question<br>Anne Brontë makes use of her talents as a novelist in view of exploring the realm of the feminine. This work proposes to study the different manifestations and usages of feminine expression in her novels. To start with, her first novel is to be read as an example of a feminine Bildungsroman describing the journey of formation, of maturity and fulfillment of the heroine who evolves from a passive, silent and shy young woman to a self-confident and eloquent wife, mother, educator and writer. The second chapter explores the metaphor of embedding in relation to the second novel, The Tenant of Wildfell Hall. The chapter examines the different levels of discourse overlapping in the narrative structure in order to illustrate the complex relationships between the sexes in the model of patriarchal society the novel presents. The third and last chapter studies the creative identity attributes of the heroine. Her ingenuity manifests itself in her writings, her paintings, her educational skills and her empathy, not only allowing her to survive and create in a hostile environment but also her close friends to benefit from her personal experience. A review of the studies on the author shows that the theme of feminine expression has not received much critical attention. This thesis, presenting new paths of research, offers a synthetic vision of the question
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Peters, Friedrich Ernst. "Heine Steenhagen wöll ju dat wiesen! : die Geschichte eines Ehrgeizigen." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6014/.
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Heine Steenhagen erzählt die Geschichte von Aufstieg und Fall eines unehelichen Kindes, das in einem holsteinischen Dorf der Jahrhundertwende, dem fiktiven Vollstedt, aufwächst und als Ausgleich für die in der Jugend erlittenen Demütigungen eine militärische Karriere anstrebt, mit der er es seinem Heimatdorf zeigen will („Ik wöll ju dat woll wiesen!“). Als er beginnt, die Sprossen der sozialen Leiter zu erklimmen, wird sein Jugendfeind Jürgen Grootholm zu einem Hindernis auf dem Weg nach oben. Um ihn zu „überholen“, sich an den Vollstedtern zu rächen und die berechnende Margot Kandelhardt heiraten zu können, denunziert Heinrich Steinhagen den Konkurrenten wegen einer Urlaubsüberschreitung in der Hoffnung, dessen Beförderung zu vereiteln und leitet damit sein eigenes tragisches Ende ein.
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Hubner-Preney, Bettina. "Les années de voyage ou la recherche de l'unité : parcours initiatiques et utilitarisme dans "Les Années de voyage de Wilhelm Meister ou les Renonçants" de J.W. von Goethe." Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAC034.
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Les Lumières allemandes voient l’émergence d’une réflexion anthropologique spécifique qui envisage l’homme dans sa totalité, en dépassant les dualismes entre l’âme et le corps, l’esprit et la sensibilité, la nature et la culture. Le présent travail se propose d’analyser dans cette perspective "Les Années de Voyage de Wilhelm Meister ou les Renonçants" de Johann Wolfgang Goethe, ultime roman de l’auteur qui se situe au début du XIXe siècle en Allemagne. Nous démontrons que ce roman témoigne d’une unité de sens sous-jacente à la multitude apparente au premier regard. En focalisant notre recherche sur l’analyse du chemin initiatique, nous pouvons dépasser les significations communément admises. Nous pouvons montrer que tout un nouvel univers pour la compréhension de cette œuvre hermétique de vieillesse, élaborée en même temps que Faust II, de 1825 à 1829, s’ouvre alors. Goethe observe et dépeint les difficultés existentielles de son époque et propose une solution pour l’individu, celle de tendre vers une indépendance ontologique intérieure face aux incertitudes du monde extérieur. Son projet éducatif consiste à faire l’union entre la quintessence de la philosophie hermétique, tradition millénaire (die alte Wahrheit), inhérente à un accès à la maîtrise initiatique et les besoins de l’époque moderne : la capacité au dépassement de soi, acquise par une individuation réussie et l’unité en soi-même, peut être mise au service du bien commun<br>The German Enlightenment witnessed the emergence of a particular kind of anthropological reflection considering man in its totality, going beyond the dualisms of soul and body, spirit and sensitivity, nature and culture. This work sets out to analyze Johann Wolfgang Goethe’s ultimate novel taking place in early nineteenth century Germany — Wilhelm Meister's Journeyman Years, or the Renunciants — through that perspective. It demonstrates how a sense of unity underlies the apparent multiplicity of this novel. Focusing my research on the study of the initiatory journey allowed me to transcend commonly accepted interpretations. Indeed, the reader is provided with a new context of understanding for this hermetic novel written in old age, in the same period as Faust II, from 1825 to 1829. Goethe observes and depicts the existential difficulties of his era and offers the following solution to the individual: one should strive towards an inner ontological independence in order to face the uncertainties of the external world. His educational project consists in uniting the quintessence of hermetic philosophy, a millenary tradition (“die alte Wahrheit”) inherent in initiatory masterhood, and the needs of the modern era. Goethe thus reveals how the ability to surpass oneself thanks to a successful individuation and a sense of unity within oneself can be put at the service of the common interest
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黃淑瑮. "A Study on the Taiwanese Bildungsroman Novels Produced during the Japanese Colonization." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/3fbxyf.
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博士<br>國立高雄師範大學<br>國文學系<br>97<br>This dissertation, titled A Study on the Taiwanese Buildungsroman Novels Produced during the Japanese Colonization, aims to manifest, from the perspective of western Buildungsroman, the narrative characteristics, cultural and ideological conflicts, and split political identification under the colonial subtext in the Taiwanese novels whose themes center on the mental and spiritual growth of teenagers and young adults produced during the Japanese colonization by delving into the different narrative and structural aspects of the texts.
As far as Taiwan is concerned, the Japanese colonization is a special period in the island’s history in terms of its status as a Japanese colony. For a colony, every aspect of the society, such as language, history, culture, economy, politics and life style, are inevitably subject to change by the colonizer. These changes, especially those in culture and nationhood, impact and confuse teenagers and young adults more strongly, for their values and sense of identity are yet to stabilize. Therefore, due to the implications between the individual’s dilemma in cultural and national identifications and the colonial background, the difficulties confronting the protagonists in procuring their self-esteem and self-identity in the Taiwanese Buildungsroman novels can symbolize the corresponding plights plaguing the nation in establishing its cultural and national subjectivity. This dissertation, through analyzing and interpreting texts produced in different stages of the colonial period, also tries to manifest the anti-colonial sentiments sedimented in the novels, which change from resistance, decadence to alternative resistance. The Taiwanese Buildungsroman novels produced in the Japanese colonization are fables of Taiwanese people’s collective growth as well.
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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<br>東吳大學<br>英文學系<br>100<br>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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Grenier, Alexandra. "A Romantic Bildung : the development of coming-of-age novels in the Romantic period (1782-1817)." Thèse, 2016. http://hdl.handle.net/1866/19531.
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A Romantic Bildung: The Development of Coming-of-Age Novels in the Romantic Period (1782-1817) explore la naissance et le développement du roman de formation en Europe à l’époque romantique. Celle-ci est le témoin de nombreuses discussions sur les Droits de l’homme et de la montée du nationalisme en Europe. Au même moment, la littérature se transforme pour laisser plus de place à la subjectivité du personnage. Tout cela donne naissance à un nouveau genre littéraire : le Bildungsroman, ou roman de formation et d’éducation. Contrairement à la définition actuelle du genre, le Bildungsroman est transnational, c’est-à-dire qu’il ne provient pas exclusivement d’Allemagne, mais de partout en Europe. A Romantic Bildung se penche donc sur le sujet en analysant de façon thématique la trame narrative de Cecilia, or Memoirs of an Heiress (1782), Emmeline, the Orphan of the Castle (1788), Mansfield Park (1814), Waverley; or, 'Tis Sixty Years Since (1814), Emma (1815), ainsi que d’Ormond, a Tale (1817) et sur leur appartenance au roman de l’époque romantique. En comparant les étapes d’éducation, d’indépendance, et de retour à la société des protagonistes, ces romans font ressortir les similitudes qui caractérisent le Bildungsroman.<br>A Romantic Bildung: The Development of Coming-of-Age Novels in the Romantic Period (1782-1817) explores the birth and development of the Bildungsroman during the Romantic period. The latter is characterized by the numerous discourses on the Rights of men as well as the rise of nationalism. At the same time, Romantic writers transform literature by increasing the protagonist’s subjectivity and in turns, create a new genre of narrative: the Bildungsroman, in which the protagonist’s development and growth is the main focus. Contrary to current definition of the genre, the Bildungsroman—or coming-of-age novel—is a transnational product: it is obviously found in Germany, but also in France, England, Ireland, and Scotland, to name a few, during the Romantic period. Through a thematic analysis of Cecilia, or Memoirs of an Heiress (1782), Emmeline, the Orphan of the Castle (1788), Mansfield Park (1814), Waverley; or, 'Tis Sixty Years Since (1814), Emma (1815), and Ormond, A Tale (1815), A Romantic Bildung traces the narrative structure of the genre and it locates its essence in the Romantic novel. By comparing the narrative’s steps of education, independence, and return to society, the characteristics of the genre are revealed.
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(8722203), Ricardo Quintana Vallejo. "CHILDREN OF GLOBALIZATION: DIASPORIC COMING-OF-AGE NOVELS IN GERMANY, ENGLAND, AND THE UNITED STATES." Thesis, 2020.
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<p><i>Children of Globalization: Diasporic Coming-of-age Novels in Germany, England, and the United States </i>is an exploration of contemporary Diasporic Coming-of-age Novels written in the context of globalized and de facto multicultural societies. Framed in the long tradition of <i>Bildungsroman </i>studies, this study illuminates the structural transformations that the coming-of-age genre has undergone in contemporary diasporic communities. <i>Children of Globalization</i> analyzes the complex identity formation of first- and subsequent-generation migrant protagonists in globalized rural and urban environments and dissects the implications that these diasporic formative processes have for the tercentennial genre. While the most traditional iteration of the <i>Bildungsroman </i>genre follows male middle-class heroes who forge their identities in a process of complex introspection to become citizens and workers, contemporary Diasporic Coming-of-age Novels represent formative processes that fit into, resist, or even disregard, narratives of nationhood. Recent changes in the global genre are the direct consequence of the intricacies of the formative processes of culturally-hybrid protagonists who must negotiate their access into adulthood and citizenship, and puzzle over sexuality and gender identity, in host societies that at times regard them with contempt and distrust. The study spans three centuries as it traces both perennial and volatile elements of the genre through its contemporary state. In doing so, it identifies thematic and structural seeds which, planted through the centuries in varied locations, have bloomed into nuanced explorations of the self in an interconnected world where regional and national definitions of identity are increasingly contested and in flux.</p><p>In order to contextualize the genre and provide evidence of its enduring malleability, the study begins in Germany, tracing what I term Proto-<i>Bildungsromane, </i>long medieval narrative poems that follow the formative processes of knights and heroes in grandiose style. Wolfram von Eschenbach’s thirteenth-century poem <i>Parzival </i>and the coeval Gottfried von Straßburg’s <i>Die Geschichte der Liebe von Tristan und Isolde </i>ponder the development of the self but too heavily rely on destiny to be considered <i>Bildungsromane. </i>Still in Germany, I illustrate the fundamental characteristics of the genre in Wolfgang von Goethe’s <i>Wilhelm Meisters Lehrjahre. </i>In order to showcase the flexibility of the genre, I analyze its early transformations in England in prominent works by Jane Austen, Charles Dickens, and E. M. Forster. The last four chapters focus on the exciting development of Diasporic Coming-of-age Novels in England, the United States, and Germany. Despite the stark differences between these societies and the particular cultural wealth of diasporic groups that have migrated there, the Diasporic Coming-of-age Novel has enabled sophisticated explorations of identity and belonging in all three countries. As the chapter summaries show, contemporary writers have used the Diasporic Coming-of-age Novel to untangle complicated formative processes, understand the expectations of their social environments, and achieve different levels of belonging and maturity.</p><p>With <i>Children of Globalization, </i>I seek to deepen our understanding of the exciting influence that contemporary diasporic movements have on the coming-of-age genre in particular and literary studies in general. Additionally, it is my hope that the exploration of Diasporic Coming-of-age Novels contributes to a capacious understanding of the important role of literature in the study of migration.</p>
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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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