Entwicklungs- und Bildungsroman

Köhn, Lothar

doi:10.1007/978-3-476-98871-3

Cited by 36 publications

(2 citation statements)

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“…Por supuesto, no faltaba la discusión del concepto en varios contextos teóricos e histórico-literarios. En 1969 apareció un informe de investigación que llenaba 115 páginas en letra chica (KÖHN, 1969). Pero, lejos de orientarme, comunicaba una situación académica difusa y conflictiva.…”

unclassified

El misterio del Bildungsroman perdido, o: ¿Qué pasó con el legado de Wilhelm Meister?1

Sammons¹,

Koval

Alippe

2020

Signótica

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Se trata aquí de demostrar que la afirmación de que el Bildungsroman es el género más característico de la Alemania del siglo XIX es falsa. Es una “leyenda” elaborada por Wilhelm Dilthey y otros en el contexto de la fundación del II Reich, en lo que puede denominarse el “proceso Guillermino de canonización”. A partir de este, se operó una exaltación del Wilhelm Meister y las novelas románticas como “típicamente” alemanas, en detrimento de una amplia y rica tradición realista con múltiples puntos en común con el desarrollo literario de otros países occidentales.

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El misterio del Bildungsroman perdido, o: ¿Qué pasó con el legado de Wilhelm Meister?1

Sammons¹,

Koval

Alippe

2020

Signótica

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“…Similarly, these chains of narrated events and processes of narration are rhetorically gathered up under the topos of 'feeling', in a disjunctive connection which contrasts feelings in the present moment of narration and the past narrated times. All these operations are standard strategies of the Bildungsroman's double temporality, which necessarily contrasts the state of the protagonist in a genetic moment of youth to that of her or his state at a more mature moment closer to the moment of narrating (see for instance Köhn 1969;Redfield 1996;Selbmann 1994).…”

mentioning

confidence: 99%

Pedagogical memory and the space of the postcolonial classroom: reading Dangarembga'sNervous conditions

West–Pavlov

2012

Scrutiny2

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This article addresses issues of the mnemonic space of the literature classroom by interrogating a classic text of African women's writing, Tsitsi Dangaremnga's Nervous Conditions (1988) for the ways it speaks about education in 1960s and 1970s late-colonial Rhodesia. The article suggests that the novel reviews and critiques a number of memorial strategies that were crucial to the colonial educational system, thereby facilitating a reflexive application of the novel's concerns to the contexts in which it is often taught, that of today's postcolonial classrooms. The article seeks to place Dangarembga's novel in the context of its present moment, contemporary South Africa -that of the present critic's site of practice, both pedagogical and scholarly, and that of many of this article's readers. This present moment, in turn, is made up the many sites, successive and simultaneous, in which the novel's work of memory is being re-activated in the minds of students as readers and writers. Via a dialogue between the textual past and the pedagogical present, one which is often subject to critical amnesia, the article seeks to inaugurate a debate on the nature of pedagogical memory in the space of the postcolonial university or high school literature classroom.

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Die Welt der Stadt

Robertson¹

1988

Kafka

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Entwicklungs- und Bildungsroman

Cited by 36 publications

References 0 publications

El misterio del Bildungsroman perdido, o: ¿Qué pasó con el legado de Wilhelm Meister?1

El misterio del Bildungsroman perdido, o: ¿Qué pasó con el legado de Wilhelm Meister?1

Pedagogical memory and the space of the postcolonial classroom: reading Dangarembga'sNervous conditions

Die Welt der Stadt

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