The Silence, Exile, and Cunning of “I”: An Analysis of Bildungsroman as the Place Model in the Work of Charlotte Brontë and James Joyce
School of Arts & Humanities, Ulster University, Cromore Road, Coleraine, Co. Londonderry BT52 1SA, UK
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Educ. Sci. 2019, 9(4), 248; https://doi.org/10.3390/educsci9040248
Received: 10 May 2019 / Revised: 7 August 2019 / Accepted: 21 August 2019 / Published: 24 September 2019
(This article belongs to the Special Issue Education for the Professions in Times of Change )
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.
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Keywords:
professions; professionalism; the place model; Bildungsroman; literature; teaching; Brontë; Joyce
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited
MDPI and ACS Style
White, K.; Ferguson, F. The Silence, Exile, and Cunning of “I”: An Analysis of Bildungsroman as the Place Model in the Work of Charlotte Brontë and James Joyce. Educ. Sci. 2019, 9, 248. https://doi.org/10.3390/educsci9040248
AMA Style
White K, Ferguson F. The Silence, Exile, and Cunning of “I”: An Analysis of Bildungsroman as the Place Model in the Work of Charlotte Brontë and James Joyce. Education Sciences. 2019; 9(4):248. https://doi.org/10.3390/educsci9040248
Chicago/Turabian StyleWhite, Kathryn; Ferguson, Frank. 2019. "The Silence, Exile, and Cunning of “I”: An Analysis of Bildungsroman as the Place Model in the Work of Charlotte Brontë and James Joyce" Educ. Sci. 9, no. 4: 248. https://doi.org/10.3390/educsci9040248
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