ariel: a review of international english literature

ISSN 0004-1327  Vol. 41 No. 3-4  Pages 137–166  Copyright © 2011

Weaving Memories of Childhood:

The New Nigerian Novel and the
Genre of the Bildungsroman
Ogaga Okuyade

Currently in Africa, there is the constant apprehension and anxiety over

the inability of the African literati to acquire and assess novels of the
third generation of African writers. The dearth of novels of this gen-
eration has no doubt created a creative hiatus psychologically. Most of
these novels are published abroad and the writers are resident in the
West. Thomas Hale describes the phenomenon as a “permanent African
literary diaspora” (18). The novels of these exiles are either not found in
Nigeria or are too expensive for many people, taking into consideration
Africa’s generally weak economy. If one is able to find these books, the
price is intimidating. Bernth Lindfors describes this threat as the “con-
straints on the globalization of African Literature’’ (17). While Charles
Larson laments that, if the situation is not approached pragmatically,
African writers will “be read almost exclusively in the west” (5), and “the
African writer will become extinct” (6).
In an editorial in African Literature Today, Ernest Emenyonu asks a
barrage of questions which articulate the compass of the African writer’s
thematic concerns and express the urgent need for the writers to evolve
new templates to redirect and sustain the hopes and aspirations of the
African peoples. Two of Emenyonu’s queries are ultimately of monu-
mental significance to African literature: “What should be the concerns
of African literature in the 21st century?’’ and ‘‘What challenges does
African literature pose for writers, critics, teachers, publishers and the
book industry in the 21st century?” (xii).
The last decade of the twentieth century and the beginning of the
third millennium exhibit a subtle shift in the artistic curve of African
literature, especially in the novel genre. This shift is not total, as it
were, but it marks the beginning of a new epoch. This curvature does

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not denote that the new writers have signaled a complete distinction
from the narratives of the succeeding generation—making them new
wine in antiquated kegs. Their styles and thematic concerns do not
only bequeath the badge of newness and “nowness” to their arts, but
also give them a discrete position in the development of the African
novel. Prominent among these resurgent and rhapsodic voices are David
Odhiambo, Zakes Mda, Ike Oguine, Biyi Bandele-Thomas, Okey
Ndibe, Uzodinma Iweala, Unoma Azuah, Tsitsi Dangarembga, Moses
Isegawa, Diane Awerbuck, Phaswane Mpe, Chimamanda Adichie,
Chris Abani, Sefi Atta, Helon Habila, Maik Nwosu, Akin Adesokan,
Amma Darko, Shimmer Chinodya, Yvonne Vera, Calixthe Beyala, Zoë
Wicomb, Ngugi wa Thiong’o, a first generation African novelist, and
Tanure Ojaide, a seasoned poet of the third generation of African poets,
to mention only a few. Most of these writers employ oral “poetics”such
as proverbs, myths and folktales to address post-independence concerns.
Charles Nnolim contends that “the Nigerian novel is dynamic rather
than static and blends the new with the old….” (“Trends” 53). Nnolim’s
contention explains why the novel in Nigeria in particular and Africa at
large still reads like a jeremiad. African writers continue to create their
arts on tear-soaked canvases.
It becomes glaring that literature cannot escape contemporary history
which furnishes it with raw materials. One still notices the contortions
on the faces of Africans, foregrounding Africa’s bleak political landscape
which is characterized by government misrule and arrogance, the moral
depravity of rulers, mindless civil wars, ethno-national conflicts and the
passivity of the ruled. Brenda Cooper aptly captures this bleak kaleido-
scopic landscape as “the paradox of the unity of opposites, the contested
polarities such as history versus magic, the pre-colonial past versus the
post-industrial present and life versus death … the mode that combines
a mixture of profound pessimistic view of life in disarray and a glimpse
of a hope in the twilight of tomorrow” (1).
The experiences of the third generation of African writers are not too
distant from the first and second generations of African novelists; only
the political atmosphere differs. The project of their writing remains
the same. Invariably, the outstanding attribute of the African novelist,

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according to Abiola Irele, is an “immediate engagement with history”

(69). In this context, African literature at large and Nigerian literature in
particular have been thematically bifocal. It is either geared towards the
issue of decolonization or the appraisal of post-independence malice.
Because of this dual thematic trajectory, Ayo Kehinde posits that the
“African novelist may therefore envisage at least, a near-perfect world
that is not wholly engulfed in crises, a world where man experiences,
at least, a substantial amount of concord and tranquility. Indeed, a new
millennium a new century and a new decade needs a new fictional rep-
resentation” (97).
In a similar vein, Nnolim challenges the African writer to “envi-
sion a new Africa, which has achieved parity (politically, technologi-
cally, economically, and militarily) with Europe and America” (“African
Literature” 9). He asserts in another essay that until these challenges are
met, African literature will continue to be “operated on a narrow canvas”
(“In Search” 8). Both critics seem to recommend that the African writer
should go beyond the representation of pain and the burdens of nation-
hood in their arts and inaugurate a kind of utopia to sustain the hope
of independence expressed in the euphoria of that moment. Indeed,
the search for a stable national identity should be a continuous exer-
cise. However, every writer derives his/her thematic preoccupation from
society. Invariably, the novel becomes the shadow of the society that
produces it. The new millennium does not signify a significant change
in the fortunes of the African people; literature remains the mirror of so-
ciety. Since African literature is very political, society appears in a com-
manding light with history as its lightning rod. The writer is not only a
“righter” (Osundare), but also a sage and a prophet; his or her prophecy
is therefore dependent on the society and the ability to translate im-
agination, which is usually fertilized by the society, into reality. Politics
and history are no doubt the twin items the African novelist employs
as literary and artistic intensifiers. Nobody prescribes to a writer; it is
his/her response to exigent and urgent issues affecting society that is of
paramount importance to him/her. This is what gives art its elasticity;
thus Samuel Asein insists that a “writer should play a purposeful role in
the human drama of his time” (74).

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In a similar way, when considering the contours of the African politi-

cal landscape, Paul Beckett and Crawford Young suggest that Nigeria
has chosen to remain in “permanent transition” (4), and the novel will
continue to capture the tears of the ruled. Though the wind of globaliza-
tion continues to blow through Africa and democracy sweeps through
the African landscape, the gender geometry is still asymmetrical and
religio-ethnic upheaval exceeds expectations as they remain a reoccur-
ring decimal in the history of the African people.
There are also the problems of the gross infringement of human
rights, brain drain and massive exodus (intellectuals leave; the con-
ditions of the poor remain the same). There is environmental and
economic devastation of the rich resources of Africa, and political as-
sassination has become rampant. Coupled with the problem of in-
effectual leadership are leaders who employ brute force as the major
currency of political and social interaction thereby strengthening a fra-
ternity of war lords. In Nigeria, for instance, the new millennium only
witnessed changes in the attire of the rulers and the ballot box. The
ballot box in Nigeria was before metallic, and then glassy, but today
it is made of polythene and transparent, which should represent the
transparency of the democracy. However, the polythene itself becomes
a symbol of the cryptic and abstruse nature of the Nigerian democ-
racy; the government remains ossified since independence; the people
remain permanently debilitated. Describing the new features in the
Swahili novel, Said Khamis (2005) coherently captures the thematic
concerns of recent African novels:

Thematically, the new novel is inward looking, showing East

Africa and perhaps Africa as a whole, as experiencing “real”
and “psychological” wars whose aftermath ensues frustration
and desperation from the citizenry, worrying about declining
economies, mounting corruption, rapid population growth,
bloated and at times repressive states, collapse of the basic in-
frastructure, gross infringement of human rights, deterioration
of physical and social life, cultural decay and loss of political
authority—hence anarchy, apathy, and the incorrigibility of

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the politician. In this double-edged socio-economic relation-

ship of power and oppression, a common tenacity is the degree
of wrath depicted by the writers of the new novel. (95).

Since self-rule for the African peoples continues to yield less than
proportionate returns and crises of varied dimensions have become
the new order in the continent, the hope independence initially en-
gendered has been dashed. The failure of government to translate
independence to socio-economic bliss provoked widespread skepti-
cism towards what Kenneth W. Harrow describes as “the inevitable
indifference of the wealthy and powerful to the enormous social prob-
lems at hand” (33). If the first generation of African writers grappled
with the issue of the colonial subjugation of Africa and responded
through the celebration of cultural nationalism in their writings, writ-
ers of the following generations have more to contend with because
the socio-political and economic disorder of the postcolonial present
continues to be overwhelmingly discouraging. The obvious failure of
Africa’s post-military democracies has made a tremendous number of
third-generation writers feel a demand to construct their own values
from the only material available to them—the events of their personal
lives. Like the writers who wrote from the second half of the twen-
tieth century who used their art to advance nationalism, this genera-
tion of African writers has withdrawn from nationalism; thus from
the 1990s, almost every first novel appears to be a novel dealing with
the topic of adolescence.
The novelist is without doubt a representative of the people at large
and his/her story is the story of the people. Helen Chukwuma states that
the novelist does more than simple storytelling in a beautiful manner,
“he arouses in the reader a true sense of himself, evoking his past and
linking it to the present” (vi). Since the African novelist is not just a
mere storyteller or observer, the art of the novelist, according to Dan
Izevbaye, “recreates for us the problems and effort of a people creating a
viable culture in response to the demands of their environment, and it
gives us frequent insights into the effect on men of the culture they have
created” (17).

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II
This article examines the Bildungsroman within the tradition of the
African novel in order to reveal the subversive strategies these new
African writers employ to Africanize a western-oriented narrative form
within a postcolonial context to account for African experience. The
Bildungsroman has been extensively studied in the West, but scholarly
works on it in Africa are very few. This could be attributed to the fact
that these narratives are sometimes treated as juvenile fiction because of
how they often feature children coming of age. I therefore, examine the
sub-genre within a postcolonial African context and propose a model
which demonstrates its continuing viability in African narratives.
Most of the novels of third generation Nigerian writers deal distinc-
tively with the growth of their protagonists. As they mature they acquire
self-knowledge, comprehend the true nature of the Nigerian socio-cul-
tural order in which they have to live as individuals and develop a modus
vivendi in the “war” in which they have been implicated as citizens,
actors and victims. The development of the protagonists is usually phys-
ical and psychological, each stage corresponding to major areas of abode
in the novels because the environment in which they find themselves
influences their worldviews at any given time.
The existential bearings of the novels pieced with the progressive
metamorphosis of the characters from ignorance to cognition aptly il-
lustrate that the novels are Bildungsromane, novels of growth and educa-
tion, since one of the major determinants of a successful Bildungsroman
is change. Ebele Eko identifies the experience of growing up as a major
trait in the novels of the third generation of Nigerian novelists; she opines
that “they are actually describing the world around them, the events
of their growing-up years” (45). Besides the novels being narratives of
growth, they exhibit an autobiographical propensity. As debutants, one
way to begin writing is to write and repackage the self. A keen assess-
ment of Bandele-Thomas’ The Sympathetic Undertake and Other Dreams,
The Man Who Came In From The Back of the Beyond, Habila’s Waiting for
An Angel, Atta’s Everything Good Will Come, Abani’s Graceland, Unoma
Azuah’s Sky-High Flames, Adichie’s Purple Hibiscus, and Iweala’s Beasts
of Nation, eloquently captures the features of the coming-of-age theme.

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One of the peculiarities of the Bidungsroman, according to David Miles

is that “there lives in the confessor (protagonist) a painful awareness of
change and growth, precisely the awareness that lies at the center of the
Bidungsroman” (981). Chikwenye Ogunyemi, elaborates further on the
traits of a Bildungsroman when she suggests that it “educates while nar-
rating the story of another’s education. Interestingly therefore, both the
hero and the reader benefit from this education” (15).
Bildungsroman is the literary label affixed to novels that articulate
their cardinal concern on the development or education of the protago-
nist. It is etymologically German in origin: “Bildung” means formation,
and “roman” means novel. Christoph Martin Wieland’s The History of
Agathon 1766–1767 is most times regarded as the first known example
of this subgenre. It is, however, Johann Wolfgang von Goethe’s Wilhelm
Meister’s Apprenticeship, written in 1775 that took the form from philo-
sophical to personal development and gave celebrity to the genre. The
focus of the Bildungsroman is to lead the reader to greater personal en-
richment as the protagonist voyages from childhood to psychological or
emotional maturity. In his seminal work Season of Youth (1974), Jerome
Buckley gives the anatomy of the typical Bildungsroman:

A child of some sensibility grows up in a country or provincial

town, where he finds constraints, social and intellectual, placed
upon the free imagination. His family, especially his father,
proves doggedly hostile to his creative instincts or flights of
fancy, antagonistic to his ambitions, and quite impevious to
new ideas he has gained from unprescribed reading. His first
schooling, even if not totally inadequate, may be frustrating
in so far as it may suggest options not available to him in his
present setting. He therefore, sometimes at quite an early age,
leaves the repressive atmosphere of home, (and also the rel-
ative innocence), to make his way independently to the city
(in English novels, usually London). There his real “education”
begins, not only his preparation for a career but also … and
often more importantly … his direct experience of urban life.
The latter involves at least two love affairs or sexual encounters,

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one debasing, one exalting, and demands that in this respect

and others the hero reappraise his values. By the time he has
decided, after painful soul-searching, the sort of accommoda-
tion to the modern world he can honestly make, he has left his
adolescence behind and entered upon his maturity. His ini-
tiation complete, he may visit his old home, to demonstrate
by his presence the degree of his success or the wisdom of his
choice. (17–18)

From Buckley’s succinct description of the traditional structure of the

genre, the growth of the protagonist occurs according to pattern; the
sensitive, intelligent protagonist leaves home, undergoes stages of con-
flict and growth, is tested by crisis and love affairs, then finally finds the
best place to use his/her unique talents.
From a different perspective, Mikhail Bakhtin argues that the
Bildungsroman presents to the reader “the image of man in the process
of becoming” (19) and situates its protagonist on the threshold between
different historical eras. He notes that “[The hero] emerges along with
the world and he reflects the historical emergences of the world itself ’’
(23). For Homi Bhabha the protagonist becomes apprenticed to “the
art of the present” (1), while Susan Rosowski opines that in the tradi-
tional Bildungsroman the protagonist grows up expecting to learn “the
art of living” (49). The Bildungsroman continues to function as a socio-
cultural mechanism that tests what Franco Moretti describes as the vari-
ous compromises between self and society, aimed at a proper balance
between the two (9). He further argues that the defining characteristic
of the apprentice novel or novel of formation is to be found not in the
protagonist’s organic or accretive growth, but rather in his youth. Most
of these critics privilege the male protagonist; this is easily discernable
from the intentional gendered pronoun.
Elizabeth Abel, Marianne Hirsch and Elizabeth Langland break
new grounds with their anthology, The Voyage In: Fictions of Female
Development. The introduction to the volume triggers the polemics as
the editors articulate their resentment for Buckley��������������������
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s seemingly innocu-
ous taxonomic definition of the Bildungsroman, which omits female ex-

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perience from the genre. Hirsch and Rosowski present alternate models
which no doubt challenge the existing canons. Both authors concur that
social pressure, according to Tobias Boes, “directed feminine develop-
ment in the nineteenth-century inward and towards the spiritual realm”
(234). Thus, their essays touch upon and re-contextualize some of the
themes that had long occupied scholars of German literature.
As the canon broadens with a new feminist agenda, the genre affords
female writers ample opportunity to explore their femininity and ini-
tiate a process to disrupt gender tension. In her essay, “The Novel of
Self-Discovery,” Rita Felski argues against the grain of feminist criticism
when she refuses to condemn the Bildungsroman with its emphasis on
integrative development as necessary patriarchal. Instead, she celebrates
“the historical process of women coming to consciousness of female
identity as a potentially oppositional force to existing social and cultural
values” and disapproves of the so-called “novel of awakening,” in which
the protagonist withdraws from society into narcissistic solitude with
constant circumspection of the self (131). Susan Fraiman, therefore, en-
visages the female process of growing up “not as a single path to a clear
destination but as the endless negotiation of crossroads” (x). The female
variant of the Bildungsroman shall therefore provide the critical frame
for this article.

III
In order to understand why Chimamanda Adichie’s Purple Hibiscus and,
Unuma Azuah’s Sky–High Flames fit so well in the category of the female
Bildungsroman, I must define the paradigm and develop an understand-
ing of what makes up this focused sub-genre. The female Bildungsroman
has four distinct characteristics. First, there is the awakening, when the
character becomes aware that her condition of life is a limitation to her
aspiration for a better future. She begins to display tendencies of resent-
ment and discontent for her geography, which she hopes to transcend.
Geography in this context could be spatial and at the same time psy-
chological. This prompts the character to question herself as a human
being, her social status and her gender. Second, the main character gains
self-awareness through her relationships with a network of women, who

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guide and support her in becoming self-reliant in a patriarchal society.

This network provides the character with moral guidance in the face of
gender adversity. Third, the character explores her femininity and begins
redefining her identity as she journeys into adulthood. Finally, as the
character reaches a point of maturity and independence, she takes con-
trol of her transition or journey of self-discovery. The character reaches
this pinnacle with the help of the women who have guided her. It must
be noted that some Bildungsromane follow this paradigm more closely
than others; it is not an exact blueprint. In order to easily commit the
structure of the Bildungsroman to memory, the shorthand description of
the genre is that it is a novel of ‘formation’ or ‘education’ that charts and
traces the development of the passage from childhood through various
experiences, usually involving a spiritual crisis, into maturity and the
recognition of the character and her role in the world.
Adichie’s Purple Hibiscus begins in media res, realized through flash-
back. The novel charts the physical and psychological development of
the protagonist, Kambili and her brother Jaja, a development which
designates their struggle to define themselves beyond the stiffened and
joyless world their fundamentalist father has designed for them. Their
fussy mercantile father builds a world that lacks ventilation, which
guarantees a steady relationship with the outside while the inside be-
comes too suffocating. The narrative is woven around Palm Sunday,
yet the development of the protagonist and her brother has a quadri-
lateral dimension: their home in Enugu, school, church and Nsukka.
The latter has the most profound effect on their developmental pro-
cess. Adichie describes her setting with unpretentious fidelity. Kambili’s
home is very typical of children from the wealthy, yet they are empty
psychologically. Kambili is alienated socially, culturally and psycho-
logically from everyone around her, except her brother, and she easily
loses perspective. Kambili is not just divided through the unconscious
or alienated by the ‘myth of the modern,’ the loss of natural self; she
is fragmented most importantly through suppressed emotional sen-
sation and psychological drive and what Mary Lou Emery describes
as “eclipsed geo-cultural locations” (16). Kambili’s home is wild and
grand, but menacing. It lacks almost nothing, yet her home over-

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whelms and blocks her psychological development rather than elevat-

ing and animating it.
As her father���������������������������������������������������������
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s personality and presence in the home continue to trun-
cate any emotional and psychological stability, she develops naturally
from the inside. Eugene, Kambili’s father is a religious fundamentalist
whose positions on moral issues are never adjustable, and he claims his
bigotry is founded on the theological standards of Catholicism. He leads
a life of rosary crossing and carries himself with a donnish air of Catholic
superiority. His over-zealous attitude and clipped religious tone dwarf
members of his family. He works hard to ensure his family lacks nothing.
His houses are capacious yet stifling, and the bedrooms are very roomy,
yet stuffy. Kambili’s description of the contrast between their commo-
dious apartment and its airlessness is telling: “Although our spacious
dining room gave way to an even wider living room, I felt suffocated”
(7). Coupled with the gagging temperament of Eugene’s individuality
and the choking apartment which is devoid of life, the surroundings will
extinguish any seeming fire of growth ignited in the protagonist:

The Compound walls, topped by coiled electric wires, were so

high I could not see the cars driving by on our street. It was
early rainy season, and the frangipani trees planted next to the
walls already filled the yard with the sickly-sweet scent of their
flowers. (9)

Kambili, like the protagonist of a female Bildungsroman, exhibits a sense

of ‘awakening’ which includes the recognition and acceptance of her
limitations. If the psychological, cultural and the religio��������������
–�������������
graphic limi-
tations of Kambili are summed up, what emerges is an empty silence.
Invariably, the most important aspect of her transition or rites of passage
is the quest for a voice. In order to attain her voice, she must transcend
and traverse her geographical limitations.
Eugene owns a conglomerate including a publishing house reputed
for its astuteness and unbiased reportage of the Nigerian political situ-
ation and above all its critical stance toward the virulent political tem-
perament of the military regime in Nigeria. He urges his editor, Ade
Coker to ensure that The Standard speaks out, yet his wife and children’s

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voices atrophy day by day because of the air of machismo around the
house. Silence in Eugene’s home is magnified to the extent that it could
be touched. The function of Kambili’s tongue is constricted so that her
struggle to express herself usually terminates with a stutter, making her
classmates observe her with familiarity tinged with contempt. Because
of her inability to make her tongue function in school she is labeled a
“backyard snob” (53). To aggravate her plight, when the closing bell
rings, she dashes off to her father����������������������������������������
’���������������������������������������
s waiting car without exchanging pleas-
antries with her classmates before the chauffer drives her home. Her
classmates interpret her actions as aristocratic arrogance. They are un-
aware that her life is dictated and regulated by a schedule scrolled in her
heart. Eugene’s productivity evidences his personality as a capitalist, as
he comes home from time to time with new products from his factories
to be assessed by his reticent family who have become complacent in
their pathetic state of silence, created by his phallocentricism. This phal-
lic and capitalist arrogance is extended to Kambili’s education. Together
with the sickening and choking atmosphere characterized by her father’s
sense of material acquisition, her academic activity begins to lack cre-
ativity and enchantment. Both her home and school become a prison
for her, as she slips down the academic ladder. The kind of educational
system Eugene wants for his children is dehumanizing. He is mechani-
cal in all spheres of life, and as such he condemns and discourages all
forms of leisure. When Kambili comes second in her class, rather than
encourage her to put more effort into her studies, he chides and ask a
question about her rival: “How many heads has Chinwe Jideze [the girl
who stood first]?” (46, emphasis added). He goes further to present a
mirror to Kambili to ascertain the number of heads she has, and for fear
of being tortured, Kambili devices a new method of studying:

It was like balancing a sack of gravel on my head everyday

at school and not being allowed to steady it with my hand.
I still saw the print in my textbooks as red blur, still saw my
baby brother’s spirit strung together by narrow lines of blood.
I memorized what the teachers said because I knew my text-
books would not make sense if I tried to study later. After every

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test, a tough lump like poorly made fufu formed in my throat

and stayed there until our exercise books come back. (52)
Eugene’s educational standards are not only faulty, they are equally
banal. Hence Kambili turns the entire academic enterprise to cram-
ming and calculation. Eugene’s educational standards stress the training
of the intellect without any complementary ties with the emotion and
imagination. For Eugene, human reason is important. Kambili’s life is
reduced to facts and figures thereby subjecting her to mental torture.
As the narrative develops one notices various forms of silence. Kambili,
Jaja and their mother speak with their spirit. Sometimes they converse
with their eyes. Kambili’s mother hardly talks, and when she does, it is
in monosyllables. Pauline Ada Uwakweh observes that:

Silencing comprises all imposed restrictions on women social

being, thinking and expression that are religiously or culturally
sanctioned. As a patriarchal weapon of control, it is used by the
dominant male structure on the subordinate or mutual female
structure. (75)

In the novel silencing is not only a mechanism or weapon of patriar-

chal control but of domestic servitude. The children and their mother
devise means of survival within the utilitarian calculus Eugene has cre-
ated in their minds. One of the strategies is the domineering silence
with which she observes situations and the other is through a filial bond-
ing. Through bonding, mother and children are able to survive the do-
mestic quagmire and the prescriptive religious zealotry of their father.
From all indications, Kambili is almost orphaned though her parents
are alive. Her father is too mechanical to help her realize her dreams
and her mother too docile to be her role model. She never stands sol-
idly enough to protect her children. It becomes glaringly obvious that
Kambili wishes to escape from the confining patriarchal scripts of her
home into a space G. Sanborn describes as “private enjoyment” (1334).
The psychology of Kambili and her brother’s development is unstable.
They are deprived of any outlet for emotional life except themselves.
The constrictions and deprivations of Eugene’s religious philosophy

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strengthen their bond even more, because when confronted with any
form of adversity, they look inwards. Their homes become a fortress for
them and at the same time a symbol of vitiation. Even within this circum-
scribed space, Kambili continues her quest for her voice through eaves-
dropping. She tries to make sense of her father’s conversation with his
guests whenever they call. The journey towards the retrieval of her voice
begins with what would have been the normal ritual of silence during
Christmas celebrations, if her aunt Ifeoma had not shown up with her
family. Kambili������������������������������������������������������
’�����������������������������������������������������
s doughty aunt, Ifeoma, becomes a symbol of an icono-
clastic identity and a demystifier of patriarchal and despotic establish-
ments. Though a Catholic devotee like Kambili’s father, she creates the
space that gives her brother’s family leverage from domestic servitude.
Following Kambili���������������������������������������������������
’��������������������������������������������������
s acknowledgement of the limitations in her child-
hood, which marks the beginning of her awakening, she struggles to
overcome the pains of realizing that she is voiceless. Her silence makes
her seem abnormal to Ifeoma’s children and their reactions places her
outside the social ideal. This awakening leads to the introduction of the
second characteristic of the female Bildungsroman—guidance and pro-
tection from a network of strong women. Her mother lacks the ability
to protect her from Eugene’s incessant battering even when it is without
justification. What Kambili’s mother does is merely to nurse her back
to health after regular assault. Her character is weak and for Kambili to
grow up a stable woman she needs more than a nurse. Mentoring is an
important aspect of the Bildung process. The protagonist is exposed to
the realities of human existence through the guardianship of a mentor.
This is where the female Bildung process differs from the traditional
male variant; the basic distinction lies in the association/mentoring
process, bridging and bonding types. The former is inclusive and cuts
across such social boundaries as those constituted by dominant tradi-
tions, culture, hegemonic control and sometimes religion. It is associ-
ated with crosscutting cleavages. The latter is exclusive and primarily
associated with strong enforceable rules within a group where individu-
als know each other, but allow for a different standard when dealing
with outsiders. The female protagonist finds a mentor(s) who womentors
her to psychological maturity and this process could be described as

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bonding, while that of the male is characterized by bridging. Kambili’s

aunt Ifeoma becomes her major mentor, while Amaka, Ifeoma’s daugh-
ter could be described as a minor mentor. Both women give Kambili an
opportunity to see herself beyond her father’s world.
The character of Ifeoma has a threefold effect on Kambili. She is first
of all the maternal figure who offers guidance to Kambili. She helps
Kambili distinguish between right and wrong through her religious
belief, and she helps her find her rhythm and balance in a society that
is unbalanced by an asymmetric gender configuration. Second, Kambili
sees her as a woman who is self-reliant in a male-dominated society.
Third, she fathers and mothers her children efficiently. She plays these
roles so well that her children hardly miss their father. Through this
character, Kambili begins her initiation into womanhood. It is in her
house Kambili learns the steep domestic business of cooking. Like
Enitan in Atta’s Everything Good Will Come, Kambili never has access to
learn the culinary arts. This aspect of her apprenticeship is important,
since Kambili is looking for role models as she transitions from child-
hood to womanhood. This is a major characteristic of a female bildung-
sroman. Being an employed female who is responsible for the upkeep of
her family and a woman who does not have to rely on men as crutches
in a society where man governs everything, Ifeoma provides a unique
insight into the role of the emancipated African woman.
Socially, Ifeoma is well positioned, but she does not intimidate
others with her status as a female lecturer in a Federal University in
Nigeria. She argues intelligibly and listens to others with rapt atten-
tion. She is able to provide for her family, clothe them, put food on the
table, and she is able to offer a seat at her dinner table for an uninvited
guest. Regardless of her brother’s social position as a wealthy man, she
is able to hold back. She does not beg him for anything even when
she lacks such items. It is not because of her sense of feminism or aca-
demic pride, but a sense of independence, which makes her a liberated
woman who belongs to the category of women Rosemary Moyana de-
scribes as “women who refuse to be compartmentalized into their chis-
elled up roles” (30).The process of creating her own voice begins with
Kambili’s discovery of her voice, which has been in a perpetual state of

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passivity. Ifeoma’s presence in Aba during the Christmas celebration is

noteworthy because the vector of silence that has clipped Kambili’s lips
and the cloud-shielding rays of humanity from her life begins to shade
into a tentative voice.
Eugene only grants his children audience with their grandfather for
fifteen minutes. Anything more is seen as sinful and must be confessed
before the priest for remission of sin. From her father’s prayers and
remarks, she concludes that her grandfather must be very paganistic.
Eugene would not allow his father into his premises because their re-
ligious beliefs are characterized by a kind of inverse correlation. It is
Ifeoma who gives Kambili and Jaja the exclusive benefit of knowing
their grandfather beyond the atheistic portraiture their father has im-
posed on their minds. Kambili observes her grandfather with filial at-
tachment from a distance because she has been controlled by her father’s
doctrinaire stance towards Papa Nnukwu.
Ifeoma is able to easily discern the unhappy lives her callow nephew
and niece are leading. She observes that Kambili�����������������������
’����������������������
s expressions are gla-
cial, unlike her children who possess the strength to initiate and sus-
tain conversation inside and outside their home. In order to offer a
different perspective in their lives, she prescribes a trip to Nsukka for
Kambili and Jaja, a trip that begins to erode Eugene������������������
’�����������������
s unbridled reli-
gious hegemony. Although Eugene’s acquiescence to this proposal is a
welcome development to their mother, he gives them a schedule they
would strictly adhere to because the schedule becomes a symbol of his
authority.
“Things actually started to fall apart,” when Kambili embarked on the
trip to Nsukka. On arrival, Kambili is stunned by the polarity between
the frolicking temperament that pervades the cramped apartment in
Nsukka and their forlorn existence even in the midst of everything that
should make life relishing. Kambili becomes confused by the untram-
meled grace with which everybody carries themselves in the house. Her
inability to comprehend these dispositions makes her retreat even fur-
ther into silence.
For Kambili, Nsukka represents not only a town where her aunt lives,
but a symbol of liberty as is obvious in the concluding chapter. Her

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teenage development becomes complete in this town because for the

very first time her mouth performs almost all the functions associated
with it. She smiles, talks, cries, laughs, jokes and sings. Through Ifeoma,
Kambili discovers Papa Nnukwu’s sense of pantheism, as she watches
him from a distance commune with his [G]ods—an occasion which
proves the old man a better believer, who understands the intricate ge-
ometry of religion, most especially, the relationship between [G]ods and
humans, thereby disproving and debunking her father���������������
’��������������
s stony funda-
mentalism. For the very first time she lives a life not dictated by the
schedule that was engraved in her heart. Ifeoma consigns her nephew’s
and niece������������������������������������������������������������
’�����������������������������������������������������������
s schedules and adapts them to her world—a world character-
ized by the application of the commonest of senses. In Ifeoma’s house
everybody has the carte blanche to say anything, provided elders are not
insulted. The enthusiasm with which discourses are introduced and sus-
tained is not only mind boggling to Kambili, but also causes consterna-
tion to her psyche.
Through Father Amadi, Kambili discovers a new brand of Catholicism,
which is not mechanical and dictatorial but lithe, and directly contrasts
the one her father and Father Benedict practice—one which makes
room for dissent. Father Amadi discerns with relative ease that Kambili
is dogmatic, because she is conditioned by the ritualized sense of re-
ligion her father has created in her psyche. He devises a means with
which to draw her from her silent space. Since her sense of Catholicism
is ritualistic, she is willing to do anything provided it is associated with
God or Jesus. Through this device Father Amadi cracks her frozen sense
of comportment and breaks through her programmed psychic network-
ing. When Father Amadi takes advantage of her dogmatic naivety, she
falls for the bait:

“Do you love Jesus? Father Amadi asked, standing up. I was
startled. “Yes, Yes, I love Jesus”
  “Then show me. Try and catch me, show me you love Jesus”.
He had hardly finished speaking before he dashed off and I saw
the blue flash of his tank. I did not stop to think; I stood up
and ran after him. (176)

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As Father Amadi continues to draw her out, she beams her first smile.
Though icy, it is a process towards voicing. As she develops psycho-
logically under the tutelage of Father Amadi, she commits a cardinal sin
through a Freudian slip. Midway through her journey or apprenticeship
she falls in love with the priest. At this point she does not know the
implications and consequences of this psychic emotional drive. Father
Amadi is perhaps the only man outside her family circle who has been so
close to her. As she matures physically and mentally, her emotion builds
up as well and reaches the climax with her sensational pronouncement
of her love for the priest. This invariably becomes a vibrant statement of
her first access to freedom of speech.
At the death of her grandfather, Kambili realizes that she had only
begun to know him. Her aunt’s children and Jaja seem to be closer to
him but she is too distant—a fact for which she hates herself. As Kambili
prepares to return to Enugu, Amaka gives her the uncompleted painting
of their grandfather she was working on when he died—the painting
symbolically becomes something she earnestly desires but cannot have.
She handles the painting as if it were something sacred when their father
takes them home to Enugu. The painting becomes the link between her
aunt’s world and Enugu.
Eugene notices remarkable changes in his children as they settle
down from their visit to Nsukka. One such change though unprece-
dented is Jaja’s unpretentious request for the key to his room. Eugene
is astounded by this demand and decides to take pragmatic and
overt steps to ensure he reteaches his children who have been dislo-
cated from his doctrinaire standards. This demand provoked a cleans-
ing ritual, which will purge and purify Jaja and Kambili of the sinful
dust of Nsukka and the paganistic air of Ifeoma’s home. Eugene bathes
Kambili’s feet in hot water despite screams of pains. The cleansing
ritual yields a less than proportionate return because it does not pro-
duce the effects Eugene desires.
The children have brought two items from their aunt’s home: Jaja
brings seeds of purple hibiscus, while Kambili brings the uncompleted
painting of their grandfather. Both items represent freedom from the
rigid and despairing lifestyle of their father’s world. With the seeds and

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painting they are to sustain a steady link with their aunt’s airy world
en route to liberation. They hope never to plunge into the frustration,
disillusionment, alienation, and existential solitude of the world they
know too well. The items will help them fill the vacuum created in their
lives. Her father suddenly discovers Kambili’s painting as she and her
brother are admiring their grandfather. Like the extremist that he is,
Eugene takes the painting from his children who claim ownership of it.
Stunned by their love of the painting, Eugene destroys it, and Kambili
is unable to hold back because she is not ready to watch her father tear
from her something she holds sacred. She had remained silent all her
life and since she has retrieved her voice, she is unwilling to observe
her father truncate the stable transition of her development, which the
painting will help her realize even within the circumscribed radius of
her father’s walls.
The painting symbolizes freedom and also represents a connection
to her grandfather that she was never permitted to have while he was
alive. She begins to piece together the painting with alacrity and ob-
serves her father with a defiant air representing a rejection, condemna-
tion and disintegration of the unproductive upbringing that her father
has given her. The furtiveness with which she handles the painting
criticizes everything her father stands for. He becomes stunned at the
confutation of his conservative religious standards—a moment when
he is completely subdued by the first shocking witness of the result of
his rigid religious matrix. The honour with which Kambili handles the
pieces of the painting symbolizes the collapse of her father’s system.
Rather than realize and admit that his philosophy is inhuman and inef-
ficacious, with a doleful expression on his face he enters into an uncon-
trollable fit of anger and slaps Kambili into a state of unconsciousness.
The trip to Nsukka has a domino effect in the developmental process
of Kambili and Jaja.
Through this incident Kambili succeeds in breaking out of the social
and religious silence of her father’s authority; it is a definitive statement
of rebellion against the phallocentric and autocratic forces of society.
The liberational quality of Kambili’s voicing is cathartic as she takes
total control of her expression, whether voiced or silent. After the death

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of her father and the incarceration of Jaja, she becomes the head of the
home, since her mother suffers a nervous breakdown.
In the concluding chapter, Kambili plays Fela tapes without any fear
of violating standards. Fela, Nigeria’s Afro-beat maestro was a bohemian
artist. He is a symbol of freedom of speech, fair play and justice. His
bohemian lifestyle and the lyrics of his songs pitted him against a suc-
cession of Nigerian governments. While alive, he suffered incessant in-
carceration. On Kambili’s first visit to her aunt’s home, the kind of tapes
Amaka plays is despicably abominable to Kambili. Since she is now free,
not simply because of her father’s death, but also because she has reached
the pinnacle of her development, she can easily discern between good
and bad. She does not need to be goaded to make decisions; she is now
capable of private thought. As she returns from Enugu the second time,
she continues to exhibit emotional maturity; at the end of the novel she
displays traits of functional autonomy.1 She issues cheques to people as
her will moves her. Kambili discovers her selfhood as she evolves from
what she learnt at Nsukka, as she puts to use that knowledge to build
her own worth. Ifeoma creates the avenue for Kambili to stimulate her
self-worth. Kambili is able to rescue her mother who is dying from grief
with what she learns during her apprenticeship at Nsukka: the art of
communication.

IV
Unoma Azuah’s Sky-High Flames offers an account of the childhood of
Ofunne, the main character of the novel. In the beginning chapters,
Azuah paints an extremely vivid picture of childhood in a rural setting.
The reader is able to enter Ofunne’s mind and see the world through the
eyes of a child. The novel begins with a startling announcement of the
exigent and exacting responsibilities of occupying the privileged posi-
tion of the eldest child of the home in a rural African society:

I was almost driven to hate my parents. My father never ap-

proved of anything I did. He felt he knew what was best for
me, and my mother picked on me like a bird with a sharp
beak. As the first daughter, I’ve always had to cater to every-

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one’s needs but any minute spent by myself was called day-
dreaming. (7)
From a very tender age Ofunne’s destiny has been decided. She is to
remain docile and inactive in the household and kitchen where her par-
ents continue to sustain her in a supine position. Her upbringing is
strictly domestic, in order that she may later assume the role of chattel or
become the object of the sexual amusement of some man. Her parents
would do anything to ensure the course of her destiny is not truncated.
She becomes entrapped at a very tender age. Although her parents’ plans
for her to become a fulfilled woman are a recipe for disaster, she psycho-
logically maps out strategies for her liberation from the imposed state of
controlled normalcy intended by her parents.
The escape from her entrapment is education. According to F. M. L.
Thompson, “an education was a passport to respectability and a nec-
essary ticket for entry to many trades” (136). Hazel Carby amplifies
Thompson��������������������������������������������������������������
’�������������������������������������������������������������
s position on the importance of education as she strongly be-
lieves that the education of females will prompt social changes and move
women into a different sphere where they are no longer subjected to do-
mestic positions which outrageously demonstrate the inefficient use of
human resources. Carby sees education as leading to the full realization
of the true potential of women whose talents have traditionally been
grossly untapped. This is the goal Ofunne wants to achieve. Education
becomes the prized commodity that will redeem women from been
“confined to a domestic sphere” (99). Regardless of her under-privileged
status as the eldest daughter in a rural family, she asserts that, “I wanted
to be well educated with a high school certificate. I wanted to become a
teacher and get married to the man of my dream” (7).
Azuah evokes the nervous tension of village life and depicts the
dramas of every existence in a cross-section of the society—a society
that is psychologically gendered, where people are not told what to do;
they know what to do, because traditional gender roles are the central
plank of cultural life. At a young age, Ofunne is able to resist attempts
of the phallocentric precepts of her society to reduce her to a marginal
status when she triumphs over the boys who are her immediate younger

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brother’s mates. The incidence dramatizes signs of incipient determina-

tion to overcome her marginal status.
From the beginning of the novel to when she is sold into marriage at
an early age one will find numerous examples of attempts to socialize her
into female roles, which will in turn render her uncreative and docile.
She is saddled with the responsibility of the domesticity of her home.
If she fails in her responsibility to supervise the family domestically she
becomes accountable for whatever misery that springs from that failure.
Thus, Iloba, her youngest brother holds her responsible for his being late
to school. It is no surprise that when her entrance result indicates she
passed, she abandons the homestead with uncontrollable excitement.
In contrast to the Bildungsroman, in which the male leaves home to
“slay the dragon,” Felski opines that “the female on a journey of self-
discovery seeks surroundings that aren’t a threat to her” (Beyond 135), a
space that echoes rather than threatens her sense of self. It should also be
noted that in the female Bildungsroman the protagonist never runs away.
If she embarks on any physical journey for self-rediscovery, it is usually
initiated by family members or friends. Ifeoma creates the avenue for
Kambili’s journey to Enugu, and Ofunne leaves her home for the sole
purpose of acquiring education.
School for Ofunne is a place of becoming. She is the favourite among
the teachers and students. Ofunne gradually learns to deal with the new
environment. However, occasional fits of eccentricity, which propel her
into exciting troubles with fellow students, result in the head teacher of
the school chastizing her. Nevertheless, Sister Dolan, the head teacher of
Ofunne’s school, becomes the symbol of inspiration for Ofunne. She is
a true matriarch who understands the exuberance of teenagers and helps
them develop. She is a strong role model for Ofunne as she begins her
transition from childhood to womanhood.
Ofunne’s future suffers a setback with the indisposition of her mother.
She is forced into marriage and her quest for education is truncated as
she follows Oko to Kaduna to live as a child-wife, where she enters into
the social space of female silence once again. Her school days seem to be
the most eloquent and vibrant because that was a path to her liberation.
Ofunne is stripped of her rights, which are supposed to include parental

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care and guidance. She is found guilty of being herself and once more
rendered invisible. Ofunne suffers more at the hands of her parents; as
Philip Collins points out, “the adult world is generally hostile, vicious,
uncomprehending or indifferent, or the child had to minister to instead
of being supported by it” (182). Ofunne, for instance, is brought up by
parents whose intention is to marry her off when a suitor comes calling
regardless of her age and ambitions. Kambili is battered by her father.
All those who should be nurturing them into womanhood constantly
demoralize these female characters. These characters are not growing up
stably. Rather, they are only haphazardly growing up without proper
attention and care.
Ofunne’s deflowering after her mock-marriage becomes an initiation
from girlhood into womanhood. Oko����������������������������������
’���������������������������������
s aberrant ����������������������
behaviour�������������
and his pro-
miscuity are abhorrent to her sense of decency. This sudden revelation
irrigates the silence in the home. Matrimony for Ofunne gradually be-
comes an arduous enterprise because her husband makes their marriage
empty. She becomes convinced of Oko’s carnality and his unbridled
lust when she remembers the steady gaze Oko gave her ample-breasted
friend Uka on one of his visits to her school. The gaze is not just an
amorous advance, but also an amplification of his promiscuity. At this
point, the novel engages the existential themes of pain and exile. Out of
frustration, when her state of loneliness and alienation deepen, Ofunne
tries to return to the geography of her childhood through letters.
Taking her own expectations, which are regulated by a patriarchal
society into consideration, Ofunne’s circumstances only serve to sustain
her growing lack of identity. She refuses to find tranquility in the only
space which society allots to her—the kitchen where she spends her
childhood. As Oko’s wife, she has no choice but to become accustomed
to the kitchen, as it becomes her private domain. She circumvents the
rules of the “good wife” and discovers power. Whenever Oko lapses,
Ofunne plunges further into silence and aloneness, which become frus-
trating to Oko. This is one of the strategies Ofunne employs to check
her philandering husband. The other strategy is the use of her cooking,
which she uses to curb her husband�����������������������������������
’����������������������������������
s excesses. Once he is found want-
ing, Ofunne refuses to make meals for him. The kitchen becomes the

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hub for action in the novel, and it is from this marginal space Ofunne
attracts her husband’s attention. In Purple Hibiscus, Kambili’s mother
uses it to a dangerous end.
As Ofunne’s pregnancy nears delivery, Oko decides to take her back
home. Marianne Hirsch contends that women normally do not break
family ties as easily as men irrespective of whatever offences are com-
mitted against them. Apart from these considerations, the return home
actually contributes to Ofunne’s self awakening—returning to the
original site of dependency is a momentous step in the process. Hirsch
notes that contrary to the Bidungsroman, which is linear in nature, the
woman�������������������������������������������������������������
’������������������������������������������������������������
s “awakening” is marked by circularity—by a need for repeti-
tion (46). Felski substantiates further, that “the heroine must become
what she once was, recover an identity which is complete and self-con-
tained, rather than contingent, and historically and socially determined”
(Beyond 141).
The novel climaxes as the full irresponsibility of Oko becomes ap-
parent. Literary representation of women in urban environments often
functions symbolically as loss of innocence—the pure daughter or
mother of the village is reduced to a prostitute. Ofunne’s case belies
the above claim, because by the time she returns to the village, she is
still naïve. Her refusal to allow the medical doctor to induce her to ease
her delivery is evidence. Though Ofunne experiences a stillbirth, she
reaches the pinnacle of her development after the delivery. When Oko
has abandoned her at his parents’ home, she fights her way from her
shackled state as she physically defends herself against her mother-in-
law’s falsehood.
In Sky High Flames Ofunne’s development peaks when she replaces
her Catholic God. She attains physical and spiritual freedom as she re-
turns home, when she presents herself empty before Onishe the water
goddess. This scene eloquently dramatizes Ofunne’s sense of religion.
One may confuse her intention here. It is not the locale that dictates her
spiritual and religious loyalty. She abandons the Christian God, who is
an extension of male dominance. Her parents gave her to Oko not only
because they wanted money to meet their needs, but also because they
feel the Okolos are a good Catholic family. She abandons matrimony

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because it becomes the symbol of her vitiation. She wants to be edu-

cated, but ends up being sold off in marriage. Her husband promises
to allow her to continue schooling when they arrive at Kaduna, but she
never goes beyond the marginal border of the kitchen and the docile
space where she hawks fish.
Ofunne finally decides to find Sister Dolan and start afresh. She ex-
periences an epiphany in a state of trance as she submits herself naked
before Onishe. Jane Bryce misses the point when she argues that “[…]
the ending makes a clumsy attempt at suggesting an intervention by
Onishe, the river goddess” (56). Ofunne presenting herself before the
water goddess does not suggest that the goddess has in any way inter-
vened in her predicaments or rescued her from the crisis of matrimony
and Oko’s mindlessness. It only indicates that the protagonist is will-
ing to start all over again and she goes to this shrine to garner spiritual
strength, protection and the will to begin anew. The act of stripping
off clothing is very symbolic in African religions and metaphysics; it
symbolizes total submission and the plea for regeneration which begins
with a confession and then cleansing. Christopher Okigbo’s pilgrim in
the “Passage” comes to mind here in his submission to Idoto after nu-
merous wanderings in search for an elusive fulfillment. More so, Azuah
uses the journey as a trope and this is dialectically sustained throughout
the narrative; thus this belies Bryce’s argument. Obi Nwakanma aptly
captures Ofunne’s dilemma: “Unoma Auah’s realistic novel is a powerful
statement about the ‘right to return’ from innocence to self-awareness,
from vulnerability to a sense of feminine power, in the story of Ofunne’s
transition(s) in Sky High-Flames, from expatriation in Kaduna in search
of a matrimonial idyll, to return to Asaba into the transcendence of ma-
triarchal power” (12). Onishe, therefore, occupies a powerful space in
this matriarchal configuration, which Ofunne recognizes, and submits
to the goddess’s powers for regeneration and cleansing.

V
The journey of self-discovery is important because of its significance for
women in general. A woman should be able to pursue whichever path
she desires without fear of criticism. Kambili and Ofunne emerge from

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their journeys as complete persons—heroines who battled their inner

dragons and triumphed.
The greatest aspect of the journey, however, is that through the em-
ployment of this sub-genre, the reader has been able to accompany these
girls, and that is one of the benefits of the Bildungsroman—to educate
the reader. Both narratives fall within the Bildungsroman tradition, but
its appropriation by the writers differs; Azuah uses the form to signpost
the importance of female bonding as a strategy for traversing the dicta-
torial temperament of patriarchy in domestic sites, and the dangers of
the experience of separation as obstacle to successful Bildung. Adichie’s
appropriation of the form, however, is more ambitious. She uses the
growth process of her protagonist to interrogate that of her nation.
Through varied narratological devices, the text explores socio-political
problems as analogous to themes of patriarchal dominance. Despite
their differences in plot structure and the developmental process of the
protagonists, both novels deal with the conflicted, unpredictable spaces
where each protagonist must find herself. As both protagonists continue
their quest, they leave home for new locales where they have the oppor-
tunity to question their identities.
The two novels are eloquent examples of the African female
Bildungsroman, as both writers employ different narrative approaches
to describe these shared feelings of disorientation, conflict and revolt.
As they traverse borders, both physical and psychological, they discover
themselves in an unfamiliar state, a space full of so many possibilities
and uncertainties that it is unnerving. However, the most fascinating
aspect of both narratives is the fact that both protagonists achieve au-
tonomy in the process of their socialization.
To sum up, the cardinal concern of this article has been to exam-
ine the transformation of the Bildungsroman in Purple Hibiscus and
Sky High-Flames. As enunciated in the introduction, a conventional
Bildungsroman functions as a program for identification with the ac-
cepted social order and value system as it chronicles the protagonist’s
assimilation of his or her society’s values. Moreover, the Bildungsroman
is a kind of narrative traditionally concerned with unmarked universal
identities, that is, with Eurocentrism and the masculine.

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Chimamanda Adichie and Unuma Azuah therefore, reconfigure

and transform the Bildungsroman to capture African experience and in
the process feminize and postcolonize the form. Both writers modify
the Bildungsroman so as to draw attention to the specific experiences
of the African woman within a particular historical and socio-cultural
background. What is important about these texts is the fact that they
foreground the contribution made by female African writers to African
literature, showing aptly the complexities of identity formation in a cul-
tural space and context where the gender geometry appears to be asym-
metrically unalterable. The variant of the Bildungsroman that emerges
from these narratives is not only African in temper, characterization and
setting, it is equally subversive in content and geared towards liberation
in all its widest possible dimensions.

Notes
1 The concept is derived from Allport’s theory of personality development. Allport
argues that children do not possess personalities as much as a collection of be-
haviours, which vary according to the needs of the moment (that is, children
behave radically differently with their friends and their parents). The behaviours
eventually coalesce into selves, which are sets of behaviours consistently used in
different settings—the child a home self, a school self and so on. An individual
reaches maturity when the selves in turn coalesce into a proprium, which is a per-
sonality or self relatively stable across situations. In addition, Allport saw matu-
rity as involving shifting the motivation for actions from simply earning reward,
avoiding punishment, obeying orders, etc, to motivation to do something for its
own sake and virtues (functional autonomy). This shift in motivation is called the
lack of emotional continuity.

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