Thesis (doctoral)--Université Paris-Nord, 1997. / At head of title: Université Paris Nord, Paris XIII. Includes bibliographical references (p. 435-459).

Thesis (doctoral)--Université Paris-Nord, 1997. / At head of title: Université Paris Nord, Paris XIII. Includes bibliographical references (p. 435-459).

Thesis (M.A.)--University of Alberta, 2009. / Title from pdf file main screen (viewed on Oct. 20, 2009). "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts in French Language, Literatures and Linguistics, Department of Modern Languages and Cultural Studies. University of Alberta, Fall 2009." Includes bibliographical references.

Although Jamaica Kincaid’s Annie John can be described as a bildungsroman or coming of age story, the novel raises complex and compelling issues. Both Annie John’s mother and the colonial school undermine her transition into adulthood by teaching Annie to devalue her individual identity and culture. When Annie questions this perception, both lash out against her. Through a close and sensitive examination of the text, the ethnocentric bias and hidden agendas of those closest to Annie is uncovered and analyzed. As West Indian writers, particularly women writers, gain more recognition, it is crucial to acknowledge and understand the effects that growing up on a colonized island has upon West Indians. A deeper reading of Annie John exposes the prejudices and power relationships that continue to haunt formerly colonized islands.

Texte remanié de: Th. État--Litt.--Paris 3, 1984. / Bibliogr. p. 321-346. Bibliogr. des oeuvres d'A. Césaire et de M. de Andrade p. 339-341. Notes bibliogr.

Il presente elaborato si propone di esplorare la tradizione del romanzo di formazione caraibico considerando il genere del romanzo di formazione, le sue caratteristiche, la sua storia, e individuando le peculiarità che il genere ha sviluppato all'interno della tradizione post-coloniale, soprattutto nel contesto caraibico di lingua inglese. Il primo capitolo stabilisce cosa si intenda con “romanzo di formazione caraibico” e introduce i dodici romanzi selezionati per questo studio. La tesi quindi procede identificando quattro argomenti principali, o macro temi, a ciascuno dei quali è dedicato un capitolo, e confrontando il modo in cui questi vengono sviluppati nei diversi romanzi. I temi sono: la scuola e l’istruzione, la cultura e la storia, la politica, la partenza. La tesi si chiude con una breve riflessione sul tema del ritorno. / The present study aims to explore the Caribbean Bildungsroman tradition by considering the Bildungsroman genre, its features, and history, and by pointing out the peculiarities that the genre developed within the postcolonial tradition and specifically in the anglophone Caribbean context. The first chapter establishes what is meant by “Caribbean Bildungsroman” and introduces the twelve novels selected for this study. The study then proceeds by identifying four main topics, or macro themes, each developed in a separate chapter, and by comparing the way such themes are dealt with in each of the novels. The themes are: school and education, culture and history, politics, departure. The study closes on a brief reflection on the possibility of return.