Akademik Veri Yönetim Sistemi
ÇANKAYA UNIVERSITY JOURNAL OF HUMANITIES AND SOCIAL SCIENCES (CUJHSS), cilt.19, sa.1, ss.212-223, 2025 (Hakemli Dergi)
This article explores Gavin Weston’s Harmattan as an anti-Bildungsroman, subverting the traditional coming-of-age narrative through its portrayal of the protagonist Haoua, a young girl in Niger whose development is stunted by external forces such as poverty, gender oppression, and socio-political instability. Unlike a conventional Bildungsroman, which traces the protagonist's psychological, social, and moral growth, Harmattan presents a fragmented and regressive narrative structure. Haoua’s journey is marked by her inability to achieve personal growth, thwarted by socio-political conditions, oppressive societal norms, and familial obligations. The non-linear plot emphasizes the stagnation of Haoua’s development, underscoring the trauma and disillusionment she faces. Key elements of the anti-Bildungsroman are highlighted through Haoua’s denial of her educational opportunities, forced marriage, and the physical and emotional violence she endures. Her story concludes not with self-actualization but with personal and social disintegration, culminating in her imprisonment. Through this analysis, the article argues that Harmattan critiques the very possibility of personal fulfilment in the face of systemic oppression, making it a powerful example of anti-Bildungsroman in postcolonial African literature. Also, the article examines how the novel ultimately challenges the reader’s expectations of character growth and societal integration, presenting a bleak and unresolved vision of identity and agency.