The Silence, Exile, and Cunning of “I”: An Analysis of Bildungsroman as the Place Model in the Work of Charlotte Brontë and James Joyce

Kathryn White; Frank Ferguson

doi:10.3390/educsci9040248

The Silence, Exile, and Cunning of “I”: An Analysis of Bildungsroman as the Place Model in the Work of Charlotte Brontë and James Joyce

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

116 Downloads (Pure)

Abstract

Education, be that on a moral, social or intellectual level, in a formal setting or via lived experience is Bildungsroman’s raison d’être. ‘Moments of crisis’ and the resultant demonstration of the journey towards awareness of personal autonomy, agency, identity and place are discussed via geographical imagination. This article examines ‘fictional’ teachers, the impact of the ‘professional’ on formative development and how the fictional characters of Jane Eyre and Stephen Dedalus fit within and extend the Place Model.

Original language	English
Article number	248
Pages (from-to)	1-11
Number of pages	11
Journal	Education Sciences
Volume	9
Issue number	4
DOIs	https://doi.org/10.3390/educsci9040248
Publication status	Published (in print/issue) - 24 Sept 2019

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 5 Gender Equality

Keywords

Bildungsroman
Brontë
Joyce
Literature
Professionalism
Professions
Teaching
The place model

Access to Document

10.3390/educsci9040248

Published versionFinal published version, 217 KBLicence: CC BY

Cite this

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The Silence, Exile, and Cunning of “I”: An Analysis of Bildungsroman as the Place Model in the Work of Charlotte Brontë and James Joyce

Abstract

UN SDGs

Keywords

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Kathryn White

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The Silence, Exile, and Cunning of “I”: An Analysis of Bildungsroman as the Place Model in the Work of Charlotte Brontë and James Joyce

Abstract

UN SDGs

Keywords

Access to Document

Other files and links

Fingerprint

Profiles

Kathryn White

Cite this