View Item 
        •   Utrecht University Student Theses Repository Home
        • UU Theses Repository
        • Theses
        • View Item
        •   Utrecht University Student Theses Repository Home
        • UU Theses Repository
        • Theses
        • View Item
        JavaScript is disabled for your browser. Some features of this site may not work without it.

        Browse

        All of UU Student Theses RepositoryBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

        "This Cindery Creature Is What You Made Me": Bildung after Trauma in L. P. Hartley's The Go-Between

        Thumbnail
        View/Open
        L. M. van Straten - Bachelor Thesis Literary Studies (2021).pdf (373.8Kb)
        Publication date
        2021
        Author
        Straten, L.M. van
        Metadata
        Show full item record
        Summary
        During his lifetime, L. P. Hartley (1895-1972) was considered an outstanding author, but after his death, he was increasingly regarded as an outmoded writer due to his frequent use of nineteenth-century styles and genres, particularly that of the Bildungsroman. Several scholars have opposed this perception of the novelist by pointing out his use of modern themes, but none have explored the ways in which Hartley may have deviated from the traditional Bildungsroman-format in response to his contemporary socio-historical context. This thesis examines this possibility by analyzing Hartley’s masterpiece The Go-Between (1953) and demonstrates that Hartley indeed worked with the literary tradition of the Bildungsroman and the Enlightenment ideals that permeate it, but has simultaneously included thoroughly modern, post-World War II ideas about the world in his story. Consequently, in The Go-Between, Hartley has brought together past and present by, on the one hand, portraying the Bildung of his protagonist according to the archetypal plot of the genre but, on the other hand, deviating from this format in the ending by portraying the protagonist’s traumatization as a mirror-image of the devastation of Europe after the horrors of World War I and II. Thus, Hartley challenges the Enlightenment presuppositions that stand at the core of the Bildungsroman, but simultaneously reinvents the genre and the Bildungs-ideal in light of the changed worldview of the late 1940s and 1950s. In this respect, for his time, Hartley has shown himself to be a significantly more innovative author than his long-standing reputation suggests.
        URI
        https://studenttheses.uu.nl/handle/20.500.12932/40720
        Collections
        • Theses
        Utrecht university logo