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Queering gender in contemporary female Bildung narrative

References Abel, E., Hirsch, M. & Langland, E. (Eds). (1983). Voyage in: Fictions of female development. Hanover and London: UP of New England. Buckley, J. H. (1974). Season of youth: The Bildungsroman from Dickens to Golding. Cambridge, Massachusetts: Harvard UP. Curry, R. C. (1998). ‘I ain’t no friggin’ little wimp’: The girl ‘I’ narrator in contemporary fiction. In Saxton, R. O. (Ed). The girl: Construction of the girl in contemporary fiction by women (pp. 95-105). New York: St. Martin’s Press

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Reading Kazuo Ishiguro’s “Bewilderment Trilogy” as Bildungsromane

34.5 (Nov. 2004): 4-6. Finney, Brian. “Figuring the Real: Ishiguro’s When We Were Orphans .” Brian Finney , California State University, Long Beach, 2001. Web. 11 Oct. 2009. Fogarty, Anne. “‘It was like a baby crying’: Representations of the Child in Contemporary Irish Fiction.” Journal of Irish Studies 30, Special Features in the 30th Anniversary Issue (October 2015): 13-26. JSTOR. Web. 9 Jan. 2018. Gottfried, Marianne Hirsch, and David H. Miles. “Defining Bildungsroman as a Genre.” PMLA 91.1 (Jan. 1976): 122-123. JSTOR. Web. 29 Dec. 2017

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Zwischen Räumen. (Un-)Möglichkeiten Von Fremdheit in Henri Nathansens Roman Af Hugo Davids Liv


Henri Nathansen’s highly successful bildungsroman Af Hugo Davids Liv, first published in 1917, tells the story of its Jewish protagonist from cradle to grave – with obstacles, adventures and challenges. But much more so, Nathansen offers a multi-layered narration of what it could mean to be a “noble” Jew. Providing a multitude of answers to that question, Af Hugo Davids Liv refuses any definition and thus opens a “third space” in which ambiguous and grained narrations of migration can take place, flourish and be understood in their own right. The article focuses on exploring these narrative interstices and spaces of in-betweenness and in doing so also (re-)discovers Nathansen’s unique way of telling migration as socially always imminent.

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Den Postmoderne Biografi


This article concerns the return of the literary biography in the humanistic fields, especially in Danish literary research, since 1980. During the New Criticism in the 1960s biography was regarded as a superfluous genre, and during the neoMarxism of the 1970s as a naive genre. But around 1980 it returned in the form of a number of new scholarly works especially in the fields of literature and history. This article points to two elements in the postmodern Zeitgeist which might have played a role in promoting the return of biography: first, the collapse of the grand systems of interpretation, and second a change in the ideal of scholarship in the direction of constructivism. Then the article investigates how ‘the new biography’ is distinguished from the old and outlines three points in particular: 1) a greater understanding of the significance of social structures; 2) an increased focus on contingency, incoherence and indeterminacy in a human life; and 3) a rising interest in the ‘ordinary’ human being. On a fourth point, postmodern biography has not come as far as one might expect. Although it could be more experimental and theoretically self-conscious, in fact it employs surprisingly traditional patterns of narrative, most of which are stamped by the Bildungsroman of the 19th century.

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The Hamlet Project in Goethe’s Wilhelm Meister’s Years of Apprenticeship

W orks C ited Berger, Albert. Ästhetik und Bildungsroman: Goethe‘s Wilhelm Meisters Lehrjahre . Wien: Braumüller, 1977. Borchmeyer, Dieter. Weimarer Klassik: Portät einer Epoche . Weinheim: Beltz, 1994. Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste . Trans. Richard Nice. London: Routledge, 1986. Fick, Monika. Das Scheitern des Genius: Mignon und die Symbolik der Liebesgeschichten in ‘Wilhelm Meisters Lehrjahren.’ Würzburg: Königshausen und Neumann, 1987. Goethe, Johann Wolfgang von. “Wilhelm

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The Concept of the Self in Come Walk with Me: A Memoir by Beatrice Mosionier

Canadian Literature/Études en littérature canadienne 31(1). 20-30. Bolaki, Stella. 2011. Unsettling the Bildungsroman: Reading contemporary ethnic American women's fiction. Amsterdam: Rodopi. Eakin, Paul John. 1999. How our lives become stories: making selves. Ithaca and London: Cornell University Press. Episkenew, Jo-Ann. 2009. Taking back our spirits: Indigenous literature, public policy, and healing. Winnipeg: University of Manitoba Press Fournier, Souzanne and Crey, Ernie. 1997. Stolen from our embrace

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Forced Entanglements: Stories of Expulsion, Sovereign Power and Bare Life

: Fordham University Press, 2007, 4. Joseph Slaughter argues that the modern human rights regime as well as international legal conceptions of the modern subject draw from the narrative precepts and social vision laid down by the 19 th -century Bildungsroman. “The movement of the subject from pure subjection to self-regulation,” Slaughter observes in this context, describes the plot trajectory of the dominant transition narrative of modernisation, which both the Bildungsroman and human rights law take for granted and intensify in their progressive visions of human

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Bad Company: The Corporate Appropriation of Nature, Divinity, and Personhood in U.S. Culture

and prerogatives of parasites. Burwell v. Hobby Lobby Stores, Inc., 573 U.S. 682 (2014). Perversely, unaware they are participating in a zero-sum game, plaintiffs in these cases seek to transfer aspects of their own personhood and personal rights legally to the corporate form; it is quite the devil’s bargain to attain “religious freedom” for your corporation at the expense of establishing, in ever expanding milieus, that corporations effectively have souls. As Richard Powers writes in his 1998 novel Gain , which is perhaps the first bildungsroman whose subject

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