Please use this identifier to cite or link to this item: http://hdl.handle.net/11707/5456
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dc.contributor.advisorCarroll, Lewis. Alice’s Adventures in Wonderland. Through the Looking Glass. Sylvie and Bruno-
dc.contributor.authorAvanzini, Alessandra-
dc.date.accessioned2016-05-04T09:13:11Z-
dc.date.available2016-05-04T09:13:11Z-
dc.date.issued2015-09-
dc.identifier.urihttp://hdl.handle.net/11707/5456-
dc.description.abstractIn this paper, I would like to discuss how Lewis Carroll’s Alice’s adventures in Wonderland (1865) can be considered to be a Bildungsroman. I will also affirm my idea that Alice’s Adventures in Wonderland is actually the first novel of a trilogy which comprises also Through the Looking-Glass (1871) and Sylvie and Bruno (1889-1893). In this trilogy Wonderland represents the first fundamental stage of Alice’s formative journey. I will therefore analyse the world as seen through Alice’s eyes, observing her first journey as a constructive one which gives both Alice and the reader the opportunity to change and become more self-aware and responsible. Looking at the world through Alice’s eyes makes Wonderland appear absurd, with nonsense seeming to be its main characteristic: at the start of her journey Alice does not have the cognitive tools to understand this new world and so it appears nonsensical. Finally, I’ll look at the cognitive tools Carroll gives us to build a new perspective and possibly a new logic. These are: ‘relationalism’, ‘plural identities’ and finally, ‘conventionality’.en_US
dc.language.isoenen_US
dc.publisherVenezia : Edizioni Ca' Foscarien_US
dc.subjectAnglisticaen_US
dc.subjectChildren and young adults literature-
dc.titleImagining the World through Alice’s Eyes : The Adventures of Lewis Carroll’s Alice as Bildungsromanen_US
dc.typeArticleen_US
Appears in Collections:Annali di Ca' Foscari. Serie occidentale

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