This essay claims that the novels Alice's Adventures in Wonderland and Through the Looking-Glass trigger nostalgia in the contemporary reader. Nostalgia is a powerful and complex feeling which, in contemporary times, is triggered by a longing for the lost childhood. This essay connects that longing with the novels about Alice. I argue that the nostalgic experience in the Alice in Wonderland books combines utopia and Bakhtin's concept of carnival and brings it into the lost childhood. The utopian part strives for something better while the carnivalesque part is an upheaval of daily life. This essay illustrates how utopia and carnival are related to a childhood free of adulthood anxieties and that they are a part of Alice in Wonderland, which triggers nostalgia in the adult reader.

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An introduction to Alice scholarship, including a brief biography of the author Charles Lutwidge Dodgson, under the pseudonym Lewis Carroll, as well as the subject matter. An examination of Alice's Adventures in Wonderland's genre, as well as an in-depth analysis of the text as a children's story.

This thesis has two aims. The first one is to elucidate how Alice’s Adventures in Wonderland (1865) functions as a Bildungsroman, and the other one is to demonstrate how the novel also has a coming of age aspect based on feminism. Whilst Alice matures in the traditional sense, she also in parallel does so as a stronger female fighting for gender rights with signs of feminism. The feminist angle as well as the surreal world of Wonderland makes the novel a not very obvious Bildungsroman in a genre dominated by male protagonists. For Alice to be a young female child who ends up in a fantasy world thus makes her a very fascinating character. The central hypothesis of this thesis is that what Alice is exposed to and reacts to in Wonderland generally reflects the genre of a Bildungsroman and also specifically a feminist Bildungsroman. Theoretical framework is based on the ideas of Franco Moretti, Mikhail Bakhtin, Thomas Jeffers, Carol Lazzaro-Weis, George Eliot and Elizabeth Drew Stoddard, as well as novels by Eliot and Stoddard. This includes dynamic protagonists, unpredictable development, symbols of modernity, the quest for universality, and minor characters who make sure that the protagonist develops, as well as feminist struggle by means of disregarding the ‘cult of true womanhood’ in a genre and society dominated by men.

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The content of this thesis is two-fold. The first part takes the form of an essay while the second part presents a theoretical project for an architectural installation. Using these two modes as different ways to address similar issues, the present work proposes to question the instrumentalisation of geometry in today's architectural practice. The work of Lewis Carroll (Charles L. Dodgson) and, more specifically, his masterpiece, Alice's Adventures in Wonderland, will be approached and interpreted in order to observe the participation of geometry---of Euclidean geometry---in our understanding of the notions of space and time, and to reveal their paradoxical aspect. The aim is to explore how geometry, language and nonsense bear intimate connections to our perception of space and time. Once revealed, these connections will enable us to address the following question: can architecture be comprehended and experienced as an event?

When European childrens literature is adapted to North American film, parts of the stories are removed and changed in the hopes of producing something that will be considered acceptable in the target culture. Much of what is educational and cultural in the stories to begin with is removed through the process of adaptation leaving the finished product devoid of its originality and cultural authenticity. These oversimplified stories are what children in North America grow up with and believe to be original. This thesis examines the adaptation of the following classic childrens stories to film: Charles Perraults Bluebeard (1697); Lewis Carrolls Alices Adventures in Wonderland (1865) and Through the Looking-Glass and What Alice Found There (1871); and Carlo Collodis Le Avventure di Pinocchio (1883).

Submitted by MANUELA GRATON MARCELLO null (manu.graton@gmail.com) on 2016-09-12T22:37:34Z No. of bitstreams: 1 Dissertação Manuela Graton Marcello.pdf: 1091648 bytes, checksum: 6ced89dc5ea0ec9cde217bc5c18c559e (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-09-14T20:04:20Z (GMT) No. of bitstreams: 1 marcello_mg_me_sjrp.pdf: 1091648 bytes, checksum: 6ced89dc5ea0ec9cde217bc5c18c559e (MD5) / Made available in DSpace on 2016-09-14T20:04:20Z (GMT). No. of bitstreams: 1 marcello_mg_me_sjrp.pdf: 1091648 bytes, checksum: 6ced89dc5ea0ec9cde217bc5c18c559e (MD5) Previous issue date: 2016-08-23 / Publicada em 1865 e considerada obra nonsense, Alice’s Adventures in Wonderland é o livro mais conhecido de Lewis Carroll (pseudônimo de Charles Lutwidge Dodgson). Escrito e publicado no período vitoriano, Alice apresenta um cenário repleto de fantasia onde a protagonista vive suas aventuras, que são vistas por muitos leitores como algo meramente fantasioso e desprovido de lógica. A partir de leituras relacionadas à sociedade vitoriana e ao discurso histórico, percebe-se que os acontecimentos e experiências experimentados pela garota são permeados por traços irônicos relativos à sociedade em que Alice vivia. A presente dissertação propõe, com base no estudo da narrativa histórica realizado por Hayden White, particularmente a questão do tropo da ironia, o entendimento de como o discurso no Alice é relacionado a implicações da ideologia da época. No âmbito da História da época e das técnicas discursivas utilizadas pelo autor o presente trabalho resgata alguns dos aspectos históricos ironizados por Carroll, utilizando não somente os estudos relacionados à linguagem e aos modos de elaboração de enredo de Hayden White (1994, 1995), mas também a história dos princípios educacionais da Inglaterra vitoriana, de Morais (2004). / Published in 1865 and considered a work nonsense, Alice’s Adventures in Wonderland is the best-known book by Lewis Carroll (pen-name of Charles Lutwidge Dodgson). Written and published in the Victorian period, Alice is set in a fantastic scenario where the protagonist’s adventures take place, and the book is seen by many readers as something merely fanciful and illogical. From readings related to Victorian society and historical discourse, it is clear that the events and experiences lived by the girl are permeated by ironic traces related to the society of Alice’s day. The present dissertation, based on Hayden White’s study of historical narrative, particularly the question of the trope of irony, proposes an understanding of how Carroll’s discourse in Alice is related to implications of the prevailing ideology. In the context of the history of the period and of the discursive techniques used by the author the present study examines some of the historical aspects satirised by Carroll, utilising not only Hayden White’s studies of language and modes of plot development (1994, 1995), but also Morais’s history of the principles of Victorian education, Morais (2004).

Working with different media in language teaching is increasingly popular. Lewis Carroll’s novel Alice’s Adventures in Wonderland originally used two different media: text and images. This essay investigates how the novel, published in 1865 with illustrations by John Tenniel, and Tim Burton’s film adaptation (2010) relate to each other, and how the different media in which the story is presented can be used in teaching. The main objective is to see what parts were illustrated in the original novel, and how those illustrations and Tim Burton’s film adaptation (Alice in Wonderland 2010) are related. The essay also looks at how the results from this analysis can be used in teaching multimodal literacy – that is the ability to understand the meaning created through different media. The analysis shows that Tenniel’s illustrations mainly depict Alice and the meetings she has during her adventures, that his illustrations were more often than not taken into consideration in the film adaptation and that the film differs from the original story. The latter makes the juxtaposition of the illustrations and the novel even more suitable for using in multimodal teaching English in the upper education.

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