This pathbreaking work analyzes melodrama as not merely a theatrical genre but as a behavioral paradigm of the nineteenth century, manifest in the theater, in literature, and in society. It shows how the melodramatic mode reaffirmed the familial, hierarchical, and public grounds for ethical behavior and identity that characterized models of social exchange and organization.

The first full-length study of sensationalist and melodramatic elements in Hardy's novels uses six of his texts to demonstrate the ways in which Hardy uses the melodramatic mode to advance his critique of established Victorian cultural beliefs through the employment of non-realistic plot devices and sensational 'excess.'

Melodrama is often seen as a blunt aesthetic tool tainted by its reliance on improbable situations, moral binaries, and overwhelming emotion, features that made it a likely ingredient of British imperial propaganda during the late nineteenth century. Yet, through its impact on many late-Victorian genres outside of the theater, melodrama developed a complicated relationship with British imperial discourse. Melodramatic Imperial Writing positions melodrama as a vital aspect of works that underscored the contradictions and injustices of British imperialism. Beyond proving useful for authors constructing imperialist fantasies or supporting unjust policies, the melodramatic mode enabled writers to upset narratives of British imperial destiny and racial superiority. Neil Hultgren explores a range of texts, from Dickens’s writing about the 1857 Sepoy Rebellion to W. E. Henley’s imperialist poetry and Olive Schreiner’s experimental fiction, in order to trace a new and complex history of British imperialism and the melodramatic mode in late-Victorian writing.

The Oxford Handbook of Victorian Literary Culture is a major contribution to the dynamic field of Victorian studies. This collection of 37 original chapters by leading international Victorian scholars offers new approaches to familiar themes including science, religion, and gender, and gives space to newer and emerging topics including old age, fair play, and economics. Structured around three broad sections (on 'Ways of Being: Identity and Ideology', 'Ways of Understanding: Knowledge and Belief', and 'Ways of Communicating: Print and Other Cultures', the volume is sub-divided into 9 sub-sections each with its own 'lead' essay: on subjectivity, politics, gender and sexuality, place and race, religion, science, material and mass culture, aesthetics and visual culture, and theatrical culture. The collection, like today's Victorian studies, is thoroughly interdisciplinary and yet its substantial Introduction explores a concern which is evident both implicitly and explicitly in the volume's essays: that is, the nature and status of 'literary' culture and the literary from the Victorian period to the present. The diverse and wide-ranging essays present original scholarship framed accessibly for a mixed readership of advanced undergraduates, graduate students and established scholars.

Metaphorically speaking, the nineteenth-century English Bildungsroman, dealing with the principle of identity formation, parallels Victorian fiction as a whole, revealing the completion of its own formation, which began in the eighteenth century. Significantly, the most important and popular Victorian novels are Bildungsromane, in which authors construct or rather reconstruct their own life experiences as formative processes. This book shows that the Bildungsroman has a development history, is a specific literary system, and consists of a thematic and narrative pattern. It details the entrance of this newly established fictional tradition into Victorian culture and literature through Carlyle’s threefold literary reception of the novel of formation and its subsequent flourishing and complexity. In this respect, a number of novelistic works are scrutinized, and each faces the question as to whether its thematic and narrative perspectives fit the pattern and shape of the Bildungsroman.

Childhood and youth have often been the targets of moral panic rhetoric. This Byte explores a series of pressing concerns about young people: child abuse, child pornography, child sexual exploitation, child trafficking and the concept of childhood. With an appraisal of the work of the influential thinker, Geoffrey Pearson, who wrote on deviance and young people, it draws attention to the moralising within these discourses and asks how we might do things differently.

“This ambitious undertaking is concerned with the melodramatic form in theatre and film and its impact on French political culture.” —H-France Review In France, both political culture and theatrical performances have drawn upon melodrama. This “melodramatic thread” helped weave the country’s political life as it moved from monarchy to democracy. By examining the relationship between public ceremonies and theatrical performance, James R. Lehning sheds light on democratization in modern France. He explores the extent to which the dramatic forms were present in the public performance of political power. By concentrating on the Republic and the Revolution and on theatrical performance, Lehning affirms the importance of examining the performative aspects of French political culture for understanding the political differences that have marked France in the years since 1789. “In this thoroughly researched and persuasive book, Lehning provides a fascinating reading of public performances in modern France . . . This is an important contribution to the study of French culture and the democratization process . . . Essential.” —Choice “Lehning’s application of the themes of melodrama to French political culture offers new insights into French history. His style is lively, clear, and highly readable.” —Venita Datta, Wellesley College “The analyses in this book make a real contribution to debates about the ways in which art, particularly popular art, and politics interact; how politics itself is theatrical in the French case; and the role of ritual in politics and the function of politics as ritual and ceremony.” —John Gaffney, Aston University