Further Reading
- Alden, Patricia, "Social Mobility in the English Bildungsroman: Gissing, Hardy, Bennett and Lawrence," UMI Research Press, Ann Arbor, 1986, 155 p. (Book-length study of the English Bildungsroman focusing on issues of social mobility, class, and culture.)
- Ciolkowski, Laura E., "Charlotte Brontë's Villette: Forgeries of Sex and Self," Studies in the Novel 26, no. 3 (fall 1994): 218-34. (Analyzes Brontë's rejection of the standard Victorian-era heroine in her creation and development of Villette's heroine, Lucy.)
- Dilthey, Wilhelm, Das Leben Schleiermachers, 2 vols., Berlin: Reimer, 1867-1870, 145 p. (Studies philosopher Friedrich Schleiermacher's hermeneutics in its historical context.)
- Esty, Joshua D., "Nationhood, Adulthood, and the Ruptures of Bildung: Arresting Development in The Mill on the Floss," Narrative 4, no. 2 (May 1996): 142-60. (Examines how The Mill on the Floss reflects the opposition of nationalism and modernism in England's industrial period and presents the work as an example of how “novels of education have always been entangled with the eschatologies of national myth.”)
- Federico, Annette R., "The Waif at the Window: Emily Brontë's Feminine Bildungsroman," Victorian Newsletter 68 (fall 1985): 26-28. (Examines Wuthering Heights as a possible Bildungsroman, focusing on Catherine's reluctance to mature.)
- Fraiman, Susan, Unbecoming Women: British Women Writers and the Novel of Development, New York: Columbia University Press, 1993, 189 p. (Book-length study analyzing novels by Frances Burney, Jane Austen, Charlotte Brontë, and George Eliot as possible female Bildungsromane.)
- Fuderer, Laura Sue, "The Female Bildungsroman in English: An Annotated Bibliography of Criticism," The Modern Language Association of America, New York, 1990, 47 p. (Annotated bibliography of books, journal articles, and dissertations that focus on English-language female Bildungsromane.)
- Havely, Cicely Palser, "Emma: Portrait of the Artist as a Young Woman," English 42 (1993): 221-37. (Considers Jane Austen's Emma as an artist whose potential to develop as a novelist is suppressed by societal expectations.)
- Hirsch, Marianne, "Spiritual Bildung: The Beautiful Soul as Paradigm," in The Voyage In: Fictions of Female Development, edited by Elizabeth Abel, Marianne Hirsch, and Elizabeth Langland, pp. 23-48, Hanover, N.H.: University Press of New England, 1983. (Examines nineteenth-century heroines's limited access to Bildung; using examples from Wilhelm Meister, The Mill on the Floss, Effi Briest, and The Awakening to show how inner development does not correspond with the feminine role of passivity and subordination and can lead to alienation, and eventually, death.)
- Jussawalla, Feroza, "(Re)Reading Kim: Defining Kipling's Masterpiece as Postcolonial," Journal of Commonwealth and Postcolonial Studies 5, no. 2 (fall 1998): 112-30. (Suggests that postcolonial novelists tend to write Bildungsromane, such as Rudyard Kipling's Kim, because of the parallels that exist between the development of a young nation and that of a young person.)
- Marrone, Claire, Female Journeys: Autobiographical Expressions by French and Italian Women, Westport, Conn.: Greenwood Press, 2000, 184 p. (Book-length analysis of French and Italian women's autobiographies that includes discussion of their relationship to Bildungsroman.)
- Minden, Michael, The German Bildungsroman: Incest and Inheritance, Cambridge: Cambridge University Press, 1997, 291 p. (States that while the formation of a young man is linear, the motives of incest and inheritance give a circular quality to bildungsromane, and “the destination is always home.”)
- Moretti, Franco, The Way of the World: The Bildungsroman in European Culture, London: Verso, 1987, 256 p. (Maintains that a central function of the Bildungsroman is to expose and alter the processes of socialization in a given culture.)
- Orr, Mary, "Reading the Other: Flaubert's L'Education sentimentale Revisited," French Studies 46, no. 4 (October 1992): 412-23. (Suggests that L'Education sentimentale is a Bildungsroman, even though its anti-hero protagonist, Frédéric, has been construed by critics as anti-Bildungsroman.)
- Peterson, Linda, "The Female Bildungsroman: Tradition and Subversion in Oliphant's Fiction," in Margaret Oliphant: Critical Essays on a Gentle Subversive, edited by D. J. Trela, pp. 66-89, Selinsgrove, Pa.: Susquehanna University Press, 1995. (Reviews works by Margaret Oliphant, finding that while her earlier works subtly subverted the conventions of male and female Bildung, her later novels reject traditional gender roles more overtly and blur the line between male and female Bildung.)
- Pykett, Lyn, "Dombey and Son: A Sentimental Family Romance," Studies in the Novel 19, no. 1 (spring 1987): 16-30. (Considers Charles Dickens's Dombey and Sons as an anti-Bildungsroman.)
Get Ahead with eNotes
Start your 48-hour free trial to access everything you need to rise to the top of the class. Enjoy expert answers and study guides ad-free and take your learning to the next level.
Already a member? Log in here.
