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Description
This project examines C.L.R. James, V.S. Naipaul, and George Lamming's appropriation of the European Bildungsroman, a novel depicting the maturation of the hero prompted by his harmonious dialectical relationship with the social realm (Bildung). I contend that James, Naipaul, and Lamming use the Bildungsroman genre to critique colonialism's effects on its subjects, particularly its male subjects who attend colonial schools that present them with disconcerting curricula and gender ideologies that hinder their intellectual and social development. Disingenuously cloaked in paternalistic rhetoric promising the advancement of "uncivilized" peoples, colonialism, these novels show, actually impedes the development of its subjects. Central to these writers' critiques is the use of houses, space, and land. Although place functions differently in Minty Alley, A House for Mr. Biswas, and In the Castle of My Skin, the novels under consideration here, the corresponding relationship between a mature, autonomous self and a home of one's own is made evident in each. Tragically, the men in these novels are never able to find communities in which they cease to feel out of place, nor are they ever able to find secure domestic spaces. Because the discourse of home so closely parallels the discourse of Bildung, I contend that the protagonists' inability to find stable housing suggests the inaccessibility of Bildung in a colonized space. Further, I assert that this literal homelessness is symbolic of the educated male's cultural exile; he is unable to find a location where he can live in dialectical harmony with any community, which is the ideal aim of Bildung. Leaving the Caribbean proves to be the colonized male's only strategy for pursuing Bildung; thus, these novels suggest that while Bildung is impossible in the Caribbean, it is not impossible for the Caribbean subject.
ContributorsPate, Leah (Author) / Castle, Gregory (Thesis advisor) / Codell, Julie (Committee member) / Bivona, Dan (Committee member) / Arizona State University (Publisher)
Created2012
Description
This dissertation will examine particular aspects of Yuan and Qing dynasty Chinese art historiography and argue that Chinese artistic creation is built on a transreligious and transethnic aesthetic, rather than an aesthetic centered on a single unitary culture. My project has two primary goals. The first is to propose that transreligious and transethnic factors fundamentally altered Chinese aesthetics, and discuss specifically what those changes were. The second goal of this dissertation is to evaluate the importance of interdisciplinary research approaches — including literature, ceremonial traditions, religious scriptures, and multiethnic material culture — to the study of art history, and specifically to non-Han Chinese art historiography. By studying four artists of different ethnic backgrounds — Uyghur (Gao Kegong, 1248–1310), Nepali (Anige, 1245–1306), Manchu (Manggūri, 1672–1736) and Mongol (Fashishan, 1753–1813) — this dissertation intends to answer several questions: how did these artists’ native cultural and religious aesthetics influence their artworks? Might further examination of the transethnic and transreligious aspects of later Imperial artistic production bring new focus to previously unnoticed aspects of Chinese art? And, on the individual level, what new insights can be uncovered when art historians consider the works of a non-Han Chinese artist from these transethnic and transreligious perspectives? The materials used for this research include a close visual study of artworks from the Rubin Museum of Art, the Cleveland Museum of Art, the Philadelphia Museum of Art, and the Los Angeles County Museum of Art.
ContributorsAIERKEN, YIPAER (Author) / Brown, Claudia (Thesis advisor, Committee member) / Berger, Patricia (Committee member) / Bokenkamp, Stephen (Committee member) / Codell, Julie (Committee member) / Arizona State University (Publisher)
Created2023