Hoppe’s literary work is based on themes such as travelling and storytelling. The characters of her fiction represent a struggle between attitudes of self-development and refusal of traditional patterns of behaviour, constantly questioning the concept of Bildung as a process of self-fulfilment. Both Johanna (2006), a novel about the French national heroine Joan of Arc, and Hoppe (2012) are not Bildungsromane in the traditional sense of the genre, but rather narrative texts that, focusing on a hybridization of genres (travel novel, historical novel, female Bildungsroman, autofiction), deal with the theme of individual development, reflect on the possibilities of human becoming and repeatedly consider storytelling as an opportunity for one’s own determination. Hoppe’s dealing with the concept of Bildung and with the genre of Bildungsroman comes through mainly in three ways: 1) in the thematization of the journey as a path to education and identity; 2) in the attempt to activate the reader again and again and also to reconceptualize the notion of education through an intertextual dialogical structure and an episodic composition; 3) in the examination of female characters, especially young women, and their phases of development. This paper aims, on the one hand, at considering the different modalities of the representation of Bildung based on the protagonists of both novels and, on the other hand, at exploring the (im)possibilities of ascribing Hoppe’s works to the genre “Bildungsroman”.

Erzählen und Reisen als Bildungskategorien: Felicitas Hoppes Johanna und Hoppe / M. Paleari. - In: PROSPERO. - ISSN 1123-2684. - 26:(2021), pp. 49-69. [10.13137/2283-6438/33289]

Erzählen und Reisen als Bildungskategorien: Felicitas Hoppes Johanna und Hoppe

M. Paleari
2021

Abstract

Hoppe’s literary work is based on themes such as travelling and storytelling. The characters of her fiction represent a struggle between attitudes of self-development and refusal of traditional patterns of behaviour, constantly questioning the concept of Bildung as a process of self-fulfilment. Both Johanna (2006), a novel about the French national heroine Joan of Arc, and Hoppe (2012) are not Bildungsromane in the traditional sense of the genre, but rather narrative texts that, focusing on a hybridization of genres (travel novel, historical novel, female Bildungsroman, autofiction), deal with the theme of individual development, reflect on the possibilities of human becoming and repeatedly consider storytelling as an opportunity for one’s own determination. Hoppe’s dealing with the concept of Bildung and with the genre of Bildungsroman comes through mainly in three ways: 1) in the thematization of the journey as a path to education and identity; 2) in the attempt to activate the reader again and again and also to reconceptualize the notion of education through an intertextual dialogical structure and an episodic composition; 3) in the examination of female characters, especially young women, and their phases of development. This paper aims, on the one hand, at considering the different modalities of the representation of Bildung based on the protagonists of both novels and, on the other hand, at exploring the (im)possibilities of ascribing Hoppe’s works to the genre “Bildungsroman”.
Hoppes Werk liegen Themenkomplexe wie das Reisen und das Erzählen zugrunde. Dabei bewegen sich ihre Figuren zwischen Selbstentfaltung, -bestimmung und Verweigerung tradierter Verhaltensmuster, wodurch das Konzept der Bildung als Vervollkommnungsprozess ständig hinterfragt wird. Sowohl bei Johanna (2006), einem Roman über die französische Nationalheldin Johanna von Orléans, als auch bei Hoppe (2012) handelt es sich insofern um keine Bildungsromane im traditionellen Gattungsverständnis, sondern vielmehr um Erzähltexte, die sich, fußend auf einer Hybridisierung der Genres (Reiseroman, Geschichtsroman, weiblicher Bildungsroman, autofiktionale Lebensbeschreibung), mit dem Streben nach individueller Entwicklung auseinandersetzen, die verschiedenen Möglichkeiten menschlichen Werdens reflektieren und immer wieder die Kunst des Erzählens als Werkzeug der eigenen Entfaltung aufzeigen. Hoppes Beschäftigung mit dem Konzept der Bildung bzw. mit der Gattung des Bildungsromans lässt sich hauptsächlich in dreierlei Hinsicht erkennen: 1) in der Thematisierung der Reise als Weg zur Bildung und Identitätsfindung; 2) in dem Versuch, mittels einer intertextuellen dialogischen Textstruktur und einer episodischen Komposition die Leser*innen immer wieder aufs Neue zu aktivieren und dadurch den Begriff der (eigenen) Bildung zu rekonzeptualisieren; 3) in der Auseinandersetzung mit weiblichen Figuren, insbesondere jungen Frauen, und ihren Entwicklungsphasen. Der vorliegende Beitrag hat zum Ziel, zum einen die verschiedenen Modalitäten der Darstellung der Bildung ausgehend von den jeweiligen Protagonistinnen beider Romane herauszuarbeiten und zum anderen die (Un)möglichkeiten der Gattungszugehörigkeit der Werke Hoppes zum Bildungsroman auszuloten.
Bildungsroman; letteratura tedesca contemporanea; formazione e sviluppo protagoniste; viaggio; metaletterarietà
Settore L-LIN/13 - Letteratura Tedesca
2021
http://hdl.handle.net/10077/33289
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2434/892914
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