Thesis (M. A.)--University of Hong Kong, 2003. / Title proper from title frame. Also available in printed format.

When Rudyard Kipling died in January 1936, the resulting national and international mourning indicated the popularity and enormous influence of his life and work. It demonstrated the esteem in which he was still held and the consequent longevity of his literary success. This thesis examines how Kipling established, maintained and protected his reputation, his purpose in doing so and considers if concern about his own ethnic purity was a central motivation for him in this regard. This thesis explores Kipling‟s preoccupation with the reputation of the enlisted man – or „Tommy Atkins‟ figure – and his sympathy with the „underdog‟ and discusses how recuperation of this denigrated image was instrumental in establishing and increasing Kipling‟s poetic and literary success. His intimate personal relationship and fascination with the enlisted man is investigated, especially in terms of Empire and the Great War and juxtaposed with discussion of Kipling‟s numerous elite, establishment military and political connections. His post-war link to the soldier is considered, including the powerful and enduring effects of the death of his son. Exploration of Kipling‟s writing is undertaken using material from the University of Sussex Special Collections Kipling Archive, including Kipling‟s personal papers and correspondence which are referred to throughout and the six volume collection of Kipling‟s correspondence edited and published by Thomas Pinney. Additional, selective close-reading of his verse and prose illustrates arguments in the personal papers and indicates that Kipling‟s literary reputation vindicated both himself and the image of the soldier. Work from poets contemporary with Kipling is used in context, to provide comparison and contrast. In addition to the main thesis, an appendix volume is in place to offer further exploration of the primary archive material.

Thesis (Ph.D.)--University of Texas at Dallas, 2008. / Includes vita. Includes bibliographical references (leaves 218-225)

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 59-62).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 59-62). Also available in print.

No description available.

In this essay Rudyard Kipling’s novel Kim (1901) is dealt with from a postcolonial perspective, and the aim is to show how three father figures - Colonel Creighton, Mahbub Ali and the lama - individually influence Kim’s education. Furthermore, how their point of view on education and parenting can be used to understand the larger concepts of postcolonialism and the pedagogy of Empire. This essay will argue that Kipling provides three different approaches to education that each can be considered the most suitable for a white orphan in British India during the late nineteenth century. Colonel Creighton is the personification of the imperial mindset, an authoritarian leader who strongly believes in institutions such as schools. Whereas Mahbub Ali, the wild horse from beyond the border and a servant of the Great Game, advocates freedom and a non-institutionalised form of education. Last but not least, the Buddhist lama from Tibet wishes to make Kim his chela and teach him the Wheel of Life. Reading Kipling’s novel Kim helps us to create an awareness of how the world order has changed during the decades and also gives us the opportunity to look at our present time in different lights.

No description available.

Studiens huvudsakliga syfte var att genom ett främst diskursanalytisk tillvägagångssätt ta sig an och jämföra Djungelbokens tre mest kända versioner och svara på frågan vad som skiljer verken åt. Utifrån den teoretiska bakgrunden bestående av en diskurs-, epik- och adaptionsanalys nyansera ämnet och ge ett perspektiv att analysera verken ur för att kunna besvara frågeställningarna. De tre olika versionerna resumerades eller refererades och analyserades utifrån den teoretiska bakgrunden och svar på frågeställningarna gavs. Svaren gav en bild att berättelserna har med tiden blivit mer komplexa och nyansrika, karaktärer har gått från platta till runda och tittarna/läsarna speglas som mer kompetenta. Kompetensen återspeglas även i människosynen och framför allt barnsynen i de olika versionerna. Mowgli, huduvdkaraktären, får representera barnet och går från ett barn med potentiella kunskaper till ett barn med specifika barnegenskaper för att till slut vara det kompetenta barnet med färdiga kunskaper. Konsekvenser för undervisningen kan vara att använda Djungelböckerna (1894, 1967, 2016) till att iscensätta ett möte mellan barn och vuxna och diskutera skillnader i olika berättelsers förhållningssätt i uttryckssätt, historia, tid och rum.

This thesis intends to investigate the ways in which the changing perceptions of landscape during the nineteenth century play out in Kipling’s treatment of Kim’s phenomenological and epistemological questions of identity by examining the indelible influence of space— geopolitical, narrative, and imaginative—on Kim’s identity. By interrogating the extent to which maps encode certain ideological assumptions, I will assess the problematic issues of Kim’s multi-faceted identity through an exploration of both geographical and narrative landscapes and the various chronotopes—Bakhtin’s term for coexisting frameworks of time and space—that ultimately provide a new reading of identity-formation in Kim.