Educational Theory, Literature, and Gender

Authors

  • Barbara Gribnitz Kleist-Museum, Frankfurt (Oder)

DOI:

https://doi.org/10.14766/535

Keywords:

Bildung, Literatur, Neuzeit, Pädagogik, Geschlecht, Gender

Abstract

The author takes on the task of identifying the “epistemological potential of the literary text as source of historical-pedagogical research,” using the genre of the bildungsroman (12). Focusing on two novels that describe the course of female life histories (Sophie von La Roch: History of Lady Sophia Sternheim/Die Geschichte des Fräuleins von Sternheim; Friederike Helene Unger: Julchen Grünthal), she expands the debate on the bildungsroman in education and literary studies to include the categories of gender and identifies “the literary text as the privileged space for this conflict” (40). The study suffers under redundancy and superficial readings of the texts.

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Published

2007-07-01

Issue

No. 22 (2007): Pädagogik & Psychologie

Section

Offener Teil

License

Copyright (c) 2007 Barbara Gribnitz

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