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.

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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.

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.

Inaug.-diss.--Berlin. / Lebenslauf. "Bücherangabe": p. [6]-[8].

Este estudo objetiva analisar três forças motrizes que muito influenciaram a escritura de Monteiro Lobato: o conto, a tradução e a ideologia humanista. Conhecido por sua literatura infantil, pouco se estudou sobre sua obra adulta e menos ainda sobre sua profícua atividade tradutória. Como contista, Lobato pode ser dito – ao lado de Machado de Assis – um dos grandes incentivadores do conto, resgatando-o de sua posição marginal e elevando-o à categoria de gênero literário em uma época geralmente negligenciada pela crítica – sua produção anterior à Semana de Arte Moderna (1922) –, alcançando seu público através de estratégias de marketing inovadoras e, portanto, formando um novo público leitor brasileiro. Seus ideais nacionalistas e suas crenças ideológicas estão presentes em tudo o quanto escreveu, proporcionando ao leitor do século XXI um claro panorama de sua época. O humanismo é, se não a mais visível ideologia em sua obra, a que gerou maior conflito, sobretudo em contraste com sua formação cristã e seu refinado tom pessimista. Tendo traduzido mais de cem livros, Lobato contribuiu indiscutivelmente tanto para a circulação quanto para a edição de obras traduzidas – inglesas e norteamericanas em sua maioria –, enriquecendo, dessa forma, nosso polissistema literário e promovendo uma sensível mudança no status da tradução, marginal e secundária na época. Ele consciente e cuidadosamente escolhia o que traduzia com o intuito de alcançar um objetivo: dar ao público leitor brasileiro – especialmente ao infantil – literatura estrangeira de qualidade. Segundo ele, Kipling estava arrolado entre os “sumos” contistas, o que o levou a traduzir e publicar suas obras, experiência que resultou tanto na apropriação quanto na expropriação daqueles textos, o que pode ser facilmente verificado por qualquer leitor atento tanto da contística quanto do epistolário de Lobato, nas muitas estratégias por ele empregadas: empréstimos, invocações de personagens, reconstrução de histórias e imagens das narrativas de Kipling.