Arnab Dutta Roy teaches postcolonial theory and modern world literature at Florida Gulf Coast University. Paul Ugor teaches modern African literature and cinema and postcolonial world literatures at the University of Waterloo.

"The Postcolonial Bildungsroman brings together multi-valent and diverse contexts to consolidate a new conceptualization of the Bildungsroman, reading its postcoloniality in innovative ways." Christopher Ouma, Duke University

• AcknowledgementsI.The Postcolonial BildungsromanIntroduction: The Postcolonial BildungsromanArnab Dutta Roy (Florida Gulf Coast University) and Paul Ugor (University of Waterloo)II.Historicizing the Postcolonial BildungsromanChapter 1— Reading the Classical Bildungsroman as a Colonial GenreJosé-Santiago Fernández-Vázquez (University of Alcalá)Chapter 2—“Couldn’t you be broken and still bring change?”: Nnedi Okorafor’s Binti TrilogyEricka Hoagland (Stephen F. Austin State University)III.Coloniality, Postcoloniality, Cosmopolitanism and the BildungsromanChapter 3— Contextualizing the Postcolonial BildungsromanFeroza Jussawalla (University of New Mexico)Chapter 4—“Sono Un Crocevia:” Igiaba Scego’s La mia casa è dove sono as Diaspora BildungsromanSimone Puleo (Central Connecticut State University)Chapter 5—The Cosmopolitan BildungsromanAntonette Talaue-Arogo (De La Salle University Manila)IV.Childhood, Nation, and NarrationChapter 6— History as Murmur: Derek Walcott’s Another Life as Postcolonial Bildungsroman Andrew David King (UC Berkeley)Chapter 7— Upendra Nath Ashk’s Falling Walls: Bildungsroman of The Lost Youth of Independent IndiaAruna Krishnamurthy (Fitchburg State University)Chapter 8— Recovering Those Who “Trod”: Disrupting the Bildungsroman in Shūsaku Endō’s SilenceMaria Su Wang and Bethany Williamson (Biola University)Chapter 9— The Truth and Reconciliation Commission, the Bildungsroman, and the “New” South African SubjectDeena Dinat (University of British Columbia)Chapter 10—“We Come too Late to the Scene”: Goh Poh Seng, Developmental Time, and the Singapore StoryPeter Ribic (Fontbonne University)V.Modernity and the Postcolonial BildungsromanChapter 11— Bad Modernization: The Carceral States Bildungsroman in Postcolonial Africa Craig Smith (Northwestern Polytechnic)Chapter 12—“For Every Child, Every Right:” Reading Postcolonial Bildungsromane of the 1990s across the United Nations Convention on the Rights of the Child (1990)Prathim-Maya Dora-Laskey (Alma College)Chapter 13— Organi(ci)zation of the African Intellectual: Bildung and Representativeness in the Fiction of Chimamanda Ngozi AdichieDavid Babcock (James Madison University)Chapter 14—(Be)Coming of Age in Postmillennial Hong Kong Literature: Between Humans and Things in Hon Lai-Chu’s WorksHelena Wu (University of British Columbia)VI.Identity Politics and the Postcolonial BildungsromanChapter 15— Amos Tutuola and the Novel of TransformationGregory Byala (Temple University)Chapter 16— Coming of Age with Ambiguous Identities and a Sense of Shame in Zoë Wicomb’s You Can’t Get Lost in Cape Town and David Dabydeen’s The IntendedElizabeth Jackson (University of the West Indies)Chapter 17—“No sign of improvement anywhere”: Phantom Development in Seamus Deane’s Reading in the DarkJulieann Veronica Ulin (Florida Atlantic University)Chapter 18— Replotting the Bildungsroman through a Queer Poetics of the “Post” in Ocean Vuong’s On Earth We’re Briefly GorgeousRachel Ann Walsh (Bowling Green State University Chapter 19— Childlessness and the Female Nigerian BildungsromanJulia Wurr (University of Oldenburg)VII.Concluding RemarksAfterwordSarah Brouillette (Carleton University)ContributorsIndex

Arnab Dutta Roy teaches postcolonial theory and modern world literature at Florida Gulf Coast University. Paul Ugor teaches modern African literature and cinema and postcolonial world literatures at the University of Waterloo.

"The Postcolonial Bildungsroman brings together multi-valent and diverse contexts to consolidate a new conceptualization of the Bildungsroman, reading its postcoloniality in innovative ways." Christopher Ouma, Duke University

• AcknowledgementsI.The Postcolonial BildungsromanIntroduction: The Postcolonial BildungsromanArnab Dutta Roy (Florida Gulf Coast University) and Paul Ugor (University of Waterloo)II.Historicizing the Postcolonial BildungsromanChapter 1— Reading the Classical Bildungsroman as a Colonial GenreJosé-Santiago Fernández-Vázquez (University of Alcalá)Chapter 2—“Couldn’t you be broken and still bring change?”: Nnedi Okorafor’s Binti TrilogyEricka Hoagland (Stephen F. Austin State University)III.Coloniality, Postcoloniality, Cosmopolitanism and the BildungsromanChapter 3— Contextualizing the Postcolonial BildungsromanFeroza Jussawalla (University of New Mexico)Chapter 4—“Sono Un Crocevia:” Igiaba Scego’s La mia casa è dove sono as Diaspora BildungsromanSimone Puleo (Central Connecticut State University)Chapter 5—The Cosmopolitan BildungsromanAntonette Talaue-Arogo (De La Salle University Manila)IV.Childhood, Nation, and NarrationChapter 6— History as Murmur: Derek Walcott’s Another Life as Postcolonial Bildungsroman Andrew David King (UC Berkeley)Chapter 7— Upendra Nath Ashk’s Falling Walls: Bildungsroman of The Lost Youth of Independent IndiaAruna Krishnamurthy (Fitchburg State University)Chapter 8— Recovering Those Who “Trod”: Disrupting the Bildungsroman in Shūsaku Endō’s SilenceMaria Su Wang and Bethany Williamson (Biola University)Chapter 9— The Truth and Reconciliation Commission, the Bildungsroman, and the “New” South African SubjectDeena Dinat (University of British Columbia)Chapter 10—“We Come too Late to the Scene”: Goh Poh Seng, Developmental Time, and the Singapore StoryPeter Ribic (Fontbonne University)V.Modernity and the Postcolonial BildungsromanChapter 11— Bad Modernization: The Carceral States Bildungsroman in Postcolonial Africa Craig Smith (Northwestern Polytechnic)Chapter 12—“For Every Child, Every Right:” Reading Postcolonial Bildungsromane of the 1990s across the United Nations Convention on the Rights of the Child (1990)Prathim-Maya Dora-Laskey (Alma College)Chapter 13— Organi(ci)zation of the African Intellectual: Bildung and Representativeness in the Fiction of Chimamanda Ngozi AdichieDavid Babcock (James Madison University)Chapter 14—(Be)Coming of Age in Postmillennial Hong Kong Literature: Between Humans and Things in Hon Lai-Chu’s WorksHelena Wu (University of British Columbia)VI.Identity Politics and the Postcolonial BildungsromanChapter 15— Amos Tutuola and the Novel of TransformationGregory Byala (Temple University)Chapter 16— Coming of Age with Ambiguous Identities and a Sense of Shame in Zoë Wicomb’s You Can’t Get Lost in Cape Town and David Dabydeen’s The IntendedElizabeth Jackson (University of the West Indies)Chapter 17—“No sign of improvement anywhere”: Phantom Development in Seamus Deane’s Reading in the DarkJulieann Veronica Ulin (Florida Atlantic University)Chapter 18— Replotting the Bildungsroman through a Queer Poetics of the “Post” in Ocean Vuong’s On Earth We’re Briefly GorgeousRachel Ann Walsh (Bowling Green State University Chapter 19— Childlessness and the Female Nigerian BildungsromanJulia Wurr (University of Oldenburg)VII.Concluding RemarksAfterwordSarah Brouillette (Carleton University)ContributorsIndex

Arnab Dutta Roy teaches postcolonial theory and modern world literature at Florida Gulf Coast University. Paul Ugor teaches modern African literature and cinema and postcolonial world literatures at the University of Waterloo.

"The Postcolonial Bildungsroman brings together multi-valent and diverse contexts to consolidate a new conceptualization of the Bildungsroman, reading its postcoloniality in innovative ways." Christopher Ouma, Duke University

• AcknowledgementsI.The Postcolonial BildungsromanIntroduction: The Postcolonial BildungsromanArnab Dutta Roy (Florida Gulf Coast University) and Paul Ugor (University of Waterloo)II.Historicizing the Postcolonial BildungsromanChapter 1— Reading the Classical Bildungsroman as a Colonial GenreJosé-Santiago Fernández-Vázquez (University of Alcalá)Chapter 2—“Couldn’t you be broken and still bring change?”: Nnedi Okorafor’s Binti TrilogyEricka Hoagland (Stephen F. Austin State University)III.Coloniality, Postcoloniality, Cosmopolitanism and the BildungsromanChapter 3— Contextualizing the Postcolonial BildungsromanFeroza Jussawalla (University of New Mexico)Chapter 4—“Sono Un Crocevia:” Igiaba Scego’s La mia casa è dove sono as Diaspora BildungsromanSimone Puleo (Central Connecticut State University)Chapter 5—The Cosmopolitan BildungsromanAntonette Talaue-Arogo (De La Salle University Manila)IV.Childhood, Nation, and NarrationChapter 6— History as Murmur: Derek Walcott’s Another Life as Postcolonial Bildungsroman Andrew David King (UC Berkeley)Chapter 7— Upendra Nath Ashk’s Falling Walls: Bildungsroman of The Lost Youth of Independent IndiaAruna Krishnamurthy (Fitchburg State University)Chapter 8— Recovering Those Who “Trod”: Disrupting the Bildungsroman in Shūsaku Endō’s SilenceMaria Su Wang and Bethany Williamson (Biola University)Chapter 9— The Truth and Reconciliation Commission, the Bildungsroman, and the “New” South African SubjectDeena Dinat (University of British Columbia)Chapter 10—“We Come too Late to the Scene”: Goh Poh Seng, Developmental Time, and the Singapore StoryPeter Ribic (Fontbonne University)V.Modernity and the Postcolonial BildungsromanChapter 11— Bad Modernization: The Carceral States Bildungsroman in Postcolonial Africa Craig Smith (Northwestern Polytechnic)Chapter 12—“For Every Child, Every Right:” Reading Postcolonial Bildungsromane of the 1990s across the United Nations Convention on the Rights of the Child (1990)Prathim-Maya Dora-Laskey (Alma College)Chapter 13— Organi(ci)zation of the African Intellectual: Bildung and Representativeness in the Fiction of Chimamanda Ngozi AdichieDavid Babcock (James Madison University)Chapter 14—(Be)Coming of Age in Postmillennial Hong Kong Literature: Between Humans and Things in Hon Lai-Chu’s WorksHelena Wu (University of British Columbia)VI.Identity Politics and the Postcolonial BildungsromanChapter 15— Amos Tutuola and the Novel of TransformationGregory Byala (Temple University)Chapter 16— Coming of Age with Ambiguous Identities and a Sense of Shame in Zoë Wicomb’s You Can’t Get Lost in Cape Town and David Dabydeen’s The IntendedElizabeth Jackson (University of the West Indies)Chapter 17—“No sign of improvement anywhere”: Phantom Development in Seamus Deane’s Reading in the DarkJulieann Veronica Ulin (Florida Atlantic University)Chapter 18— Replotting the Bildungsroman through a Queer Poetics of the “Post” in Ocean Vuong’s On Earth We’re Briefly GorgeousRachel Ann Walsh (Bowling Green State University Chapter 19— Childlessness and the Female Nigerian BildungsromanJulia Wurr (University of Oldenburg)VII.Concluding RemarksAfterwordSarah Brouillette (Carleton University)ContributorsIndex