The Bildungsroman Tradition In The Twentieth Century

This detailed analysis of the evolution of the Bildungsroman genre is unprecedented in its historical and geographical range.

Is there a «myth of the heroine» similar, but not identical, to the male Bildungsroman, the novel of development? In this new study Esther K. Labovitz scrutinizes the social and spiritual quest of the heroine. The image that emerges in fact signals the future total development of personality - or Bildung of real life women and their fictional counterparts. Labovitz compares the writings of four authors of the female Bildungsroman, Dorothy Richardson, Simone de Beauvoir, Doris Lessing and Christa Wolf, establishing a common ground among them as they trace the heroine's growth and quest.

This book establishes a vector of methodology in the approach to a particular type of fictional discourse, namely the English Bildungsroman (the novel of identity formation). Its wide-ranging critical perspectives are also useful to anyone concerned with, first of all, European and English novelistic genres, but also to those interested in theoretical perspectives of modern fiction studies in general, as well as in certain aspects of Western literature as a developing tradition.

Bildungsroman Tradition in English Literature

The book discusses a selection of coming-of-age narratives that offer a revisiting of the classic Bildungsroman heroine – the young white middle-class woman – and present her developments in postwar and postmillennial British literature. In terms of theoretical approaches, the study draws on works by the feminist critics whose incorporation of gender into the studies of the Bildungsroman resulted in the delineation of the female version of the genre, the female Bildungsroman and its specific twentieth-century variation, the feminist Bildungsroman. The selected coming-of-age novels present further transformations of the female Bildungsroman. The classic heroine of eighteenth- and nineteenth-century Bildung narratives reappears in twentieth-century novels as a modern girl who experiences a significant rise of feminist consciousness. In more recent works, she becomes a postfeminist girl who questions “victim feminism” and tests the potential of “girl power” to subvert the patriarchal tradition. Relating the postfeminist developments of the girl heroine to the influence of contemporary media culture, the book explores whether these literary representations of girlhood incorporate antifeminist backlash messages. It will be of interest to scholars and students in the fields of literary and girls’ studies, particularly those who want to see new trends and issues in young adult fiction in the context of a literary tradition.

A Study Guide for "Bildungsroman," excerpted from Gale's acclaimed Literary Movements for Students. This concise study guide includes plot summary; character analysis; author biography; study questions; historical context; suggestions for further reading; and much more. For any literature project, trust Literary Movements for Students for all of your research needs.

The Bildungsroman has been one of the most significant genres in Western literature since the eighteenth century. This volume, comprised of eleven chapters by leading experts in the field, offers original insights into how the novel of formation developed a strong tradition in Germany, France, Britain, Russia, and the USA. In demonstrating how the genre has been adopted and adapted in innovative forms of fiction, this volume also shows how a genre traditionally associated with the young white man has been used to give expression to the formative experiences of women, LGBTQ people, and post-colonial populations. Exploring the genre's emergence and evolution in numerous countries and across more than two hundred years, this volume provides unprecedented historical and geographical coverage and demonstrates that the Bildungsroman has a rich heritage and a bright future.

During the transition from the nineteenth to the twentieth-century, the Bildungsroman acted as a vehicle for artists' reflections on the turbulent time. The Bildungsroman is especially well suited to capture the fragmentation and disillusionment characteristic of modernism because of its sensitivity to the community's role in the individual's social normalization. D. H. Lawrence's autobiographical novel Sons and Lovers (1913) embodies the jarring transition from the world of the Victorian Bildungsroman to modernity. While Lawrence's novel still relies on characteristics of the Victorian Bildungsroman, it makes a significant attempt to break away from the Victorian Bildungsroman. Lawrence uses the burgeoning field of psychoanalysis to inform protagonist Paul Morel's development from adolescence to adulthood. Freud's theories ground the tension between the individual and civilization in psychological terms and offer an explanation for its origin. If modernism's creed is to make it new, as Ezra Pound suggests, Sons and Lovers stands as Lawrence's attempt to reinvent and redirect the English Bildungsroman. Later modernist writers like James Joyce and Virginia Woolf take up the Bildungsroman and create a distinctly modern iteration of the genre that reveals and highlights the artist's unique position in his/her community through incorporating psychoanalytic theories to create a more realistic depiction of the protagonist's psyche. But Lawrence's Sons and Lovers represents a pivotal moment in the history of the Bildungsroman as well as in the development of modern literature.

The Bildungsroman, or "novel of formation," has long led a paradoxical life within literary studies, having been construed both as a peculiarly German genre, a marker of that country's cultural difference from Western Europe, and as a universal expression of modernity. In Formative Fictions, Tobias Boes argues that the dual status of the Bildungsroman renders this novelistic form an elegant way to negotiate the diverging critical discourses surrounding national and world literature. Since the late eighteenth century, authors have employed the story of a protagonist's journey into maturity as a powerful tool with which to facilitate the creation of national communities among their readers. Such attempts always stumble over what Boes calls "cosmopolitan remainders," identity claims that resist nationalism's aim for closure in the normative regime of the nation-state. These cosmopolitan remainders are responsible for the curiously hesitant endings of so many novels of formation. In Formative Fictions, Boes presents readings of a number of novels—Goethe's Wilhelm Meister's Apprenticeship, Karl Leberecht Immermann's The Epigones, Gustav Freytag's Debit and Credit, Alfred Döblin's Berlin Alexanderplatz, and Thomas Mann's Doctor Faustus among them—that have always been felt to be particularly "German" and compares them with novels by such authors as George Eliot and James Joyce to show that what seem to be markers of national particularity can productively be read as topics of world literature.