Abstract

This article reads Cooper’s 1975 Arthurian bildungsroman in the context of contemporaneous arguments about fantasy as the genre of the inner self. It traces changing ideas about the educational uses of fantasy and myth as a way of understanding the book’s narrative techniques and its allegorization of the journey inward.

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Additional Information

ISSN
1934-1539
Print ISSN
1078-6279
Pages
pp. 29-54
Launched on MUSE
2017-06-22
Open Access
No
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