Reconceptualizing the Female Bildungsroman: An Integrated Thematic Coding and Theoretical Framework of North-East Indian Women’s English Fiction
DOI:
https://doi.org/10.53983/ijmds.v15n06.010Keywords:
Bildungsroman, Identity, Trauma, Hybridity, Patriarchy, EmpowermentAbstract
This paper proposes an integrated thematic and theoretical framework for analysing coming-of-age narratives in North-East Indian women’s English fiction. The study examines selected works by Easterine Kire, Anjum Hasan, Daisy Hasan, Daribha Lyndem, Jahnavi Barua, and Malsawmi Jacob. It explores how women protagonists negotiate identity, culture, trauma, memory, and belonging within the socio-political realities of the North-East region. It adopts an interdisciplinary approach to analyze the selected texts. The study integrates feminist theory, intersectionality, cultural identity theory, postcolonial theory, trauma theory, feminist narratology, and empowerment perspectives. Through thematic coding, the study identifies recurring concerns such as gendered identity, indigenous consciousness, historical memory, emotional displacement, and resistance. These narratives challenge the traditional male-centred Bildungsroman. They redefine female coming-of-age as a multidimensional process shaped by patriarchy, cultural belonging, emotional resilience, and historical experience. By bringing indigenous voices and marginalized histories to the forefront, the paper contributes to feminist literary scholarship. It also highlights the role of literature in promoting gender justice, cultural preservation, and social inclusion.
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