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Proquest Dissertations The contemporary feminist Bildungsromanin Angeles Mastretta, Isabel Allende, and Lucha Corpi Item Type text; Dissertation-Reproduction (electronic) Authors Avendano, Nadia D. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 26/09/2021 11:18:48 Link to Item http://hdl.handle.net/10150/289861 THE CONTEMPORARY FEMINIST BILDUNGSROMAN IN ANGELES MASTRETTA, ISABEL ALLENDE, AND LUCHA CORPI by. Nadia Dolores Avendafio A dissertation Submitted to the Faculty of the DEPARTMENT OF SPANISH AND PORTUGUESE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN SPANISH LITERATURE In the Graduate College THE UNIVERSITY OF ARIZONA 2 0 0 3 UMI Number: 3089898 UMI UMI Microform 3089898 Copyright 2003 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 9 THE UNIVERSITY OF ARIZONA ® GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by Nad la Avendano entitled The Contemporary Feminist "Bildungsroman" in Angeles Mas tretta, Isabel Allende, and Lucha Corpi and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Phi Insophy Date Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. - '1 Dissertation DirectorrTr ^ ~ Dateria t-c» 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University- Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of-the major department or the Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship. In all other instances, however, permission must be obtained from the ^ author. SIGNED: 4 ACKNOWLEDGEMENTS My sincere thanks go to my dissertation advisor. Dean Tatum. He has been a wonderful mentor throughout these last seven years. Without his very able direction of this dissertation, I could not have succeeded in this effort. I thank him for his commitment to editing my work and not allowing me to become discouraged. In spite of his many commitments, he always had time for me. I am grateful to him for his constant encouragement and unconditional support. I would also like to express my deep appreciation to my other mentors and committee members. To Dr. Rivero who suggested working with the Bildungsroman. She always offered invaluable insights and suggestions to shape and enrich the thesis. To Dr. Fitch whose enthusiasm for my dissertation topic and support never faltered. My family and friends deserve special recognition here because they have seen me go through this entire process and have supported and encouraged me when I needed it the most. To my mother, Evelia who always made me feel better after talking with her about my frustrations. To my father, Fausto who empathized with me because he has also undergone this process and was always confident that I would achieve my goals. I would also like to thank my good friend and roommate Angie who was always there for me and who took a genuine interest in the writing of my dissertation. This last year would not have been the same without her. And finally I would like to thank my boyfriend Roger whose words of encouragement and unconditional love made this process easier. 5 TABLE OF CONTENTS ABSTRACT............ 6 CHAPTER ONE - ORIGIN AND EVOLUTION OF THE BILDUNGSROMAN. .8 CHAPTER TWO - THE DEMYTHIFICATION OF THE MEXICAN WOMAN IN ARRANCAME LA VIDA: HER TRANSFORMATION FROM OBJECT TO SUBJECT 44 CHAPTER THREE - FROM "HIJA DE NADIE" TO "HIJA DE LA FORTUNA: ELIZA'S QUEST FOR FREEDOM 88 CHAPTER FOUR - THE DISCOVERY OF THE CHICANA SUBJECT THROUGH WRITING IN LUCHA CORPI'S DELIA'S SONG. 136 CONCLUSIONS 182 GLOSSARY 189 REFERENCES 190 6 ABSTRACT In this dissertation I study three novels written by Latin American and Chicana female authors: Arrancaiae la vida by Mexican writer Angeles Mastretta; Hija de la fortuna by Chilean writer Isabel Allende; and Delia's Song by Chicana writer Lucha Corpi. These novels have been chosen because of one common characteristic they share: the development of the female protagonist and her quest for a non-patriarchal conscribed identity and her ultimate emancipation. In other words, these novels portray protagonists in search of autonomy and create fictional women who escape entrapment in the traditional female plot expectations. These three novels deal with the development of the protagonist. Though these novels do not fit nicely into the classic male model of the Bildungsroman, they are representative of a feminist version of the Bildungsroman, which is said to begin to emerge in the decade of the seventies among American, Latin American and Latina women writers. In the novels analyzed, the authors have attempted to subvert patriarchal power in an effort to liberate the repressed protagonist and also to deconstruct 7 male constructed female myths. Thus, these contemporary feminist Bildungsromans aggressively challenge the falsely imposed dichotomies of gender codes while simultaneously creating alternative definitions of female identity, ones that are more ample and multi-faceted. The Bildungsroman becomes an apt genre for contemporary Latin American and Chicana women writers because it allows them to explore the complexity and multiple subjectivity of female identity. These three contemporary Bildungsromans subvert the traditional female and male genre because these protagonists are not halted in their development, rather they attain their goals and are able to construct their own identities. These novels present alternative destinies for the Latin American and Chicana protagonist. 8 CHAPTER ONE: ORIGIN AND EVOLUTION OF THE BILDUNGSROmM Throughout the history of the novel the paradigmatic plots have confined women in domesticity and apparent passivity. When asking "What can a heroine do?" Joanna Russ, in her incisive essay "What Can a Heroine Do? Or Why Women Can't Write", responds that apart from falling in love, marrying, dying or going mad, the female protagonist can do very little. She goes on to say that these women do not kill bears or set out to travel the world; they do not prove themselves in battle or test the boundaries of human survival. These paradigmatic plots based on the qualities of strength, autonomy, and aspiration, seem reserved for male protagonists (Frye 1). Reiterating what Russ says, Lucia Guerra Cunningham states that during the nineteenth- century, there existed a limited set of stories worthy of telling and a scenario was fabricated where men were the Subject while women remained as the Other {Splintering Darkness 6) . The critic continues to explain that the plots proliferated around male protagonists in various processes of initiation: romantic love as a part of a search for identity, learning experiences that ended in his successful incorporation into society (6). 9 In this dissertation I study three novels written by Latin American and Chicana female authors: Arrancame la vida by Mexican writer Angeles Mastretta (Chapter two); Hija de la fortuna by Chilean writer Isabel Allende (Chapter three); and Delia's Song by Chicana writer Lucha Corpi (Chapter four). These novels have been chosen because of one common characteristic they share: the development of the female protagonist and her quest for a non-patriarchal conscribed identity and her ultimate emancipation. In other words, these novels portray protagonists in search of autonomy and create fictional women who escape entrapment in the plot expectations identified by Joanna Russ. Central to the three texts is the voiced or implicit assumption that a radical disjunction exists between approved social and cultural definitions of femininity and women's actual desires. These novels highlight the tensions of living in a male-dominant culture while affirming the right to female voice and self-definition. These three novels deal with the development of the protagonist. Though these novels do not fit nicely into the classic male model of the Bildungsroman, they are representative of a feminist version of the Bildungsroman, which is said to begin to emerge in the decade of the 10 seventies among American, Latin American and Latina women writers. In her study, Allende, Buitrago, Luiselli: Aproximaciones al concepto del "Bildungsroman" femeninor Leasa Lutes postulates that in the early seventies a discussion began with regards to a female version of the genre. She states that feminist writers both in Latin America and the United States take possession of this genre, becoming one of their favorite forms for writing (4). Annie Eysturoy studies Chicana writers' transformation of the traditional literary genre of the Bildungsroman in her book Daughters of Self-Creation: The Contemporary Chicana Novel (1996). In her study ^''Bildung in Ethnic Women Writers," Bonnie Hoover Braendlin contends that the Bildungsroman is being resuscitated by societal outsiders, such as men and women of minority groups. These authors explore the gendering of human identity and the possibilities for destroying the falsely imposed dichotomies of gender codes.
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