A study of Vikas Swarup’s Q&A in Bildungsroman

International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056

Volume: 09 Issue: 08 | Aug 2022 www.irjet.net p-ISSN: 2395-0072

A study of Vikas Swarup’s Q&A in Bildungsroman

K. Rajyalakshmi1 , Dr. V.S.V. Laxmi Ramana2

1Research Scholar at Anurag University and Assistant Professor of English, MLRIT, Hyderabad, India 2Dr V.S.V. Laxmi Ramana, Professor Of English, Anurag University, Hyderabad, India ***

Abstract - The main objective of this research paper is to focus on the term ‘postmodern Bildungsroman’ and to operate the same to study Vikas Swarup Novel, Q&A. The aim of the research is to analyze how the genre is aligned to understand the Novel. It also focuses on the odyssey of the protagonist, his psychological and moral growth that centers on the character and its transformation to reach maturity.

The study also intends at the Novel's educational and philosophical theme of how hope makes life bright by striving and learning from one's own experiences in life by the portrayed characters who seek to better themselves and develop in pursuit of higher goals. Studying the Novel in the Bildungsroman genre gives a better understanding of the work and enhances the appreciation of the Novel to justify and support the arguments.

Key Words: Postmodern Bildungsroman, Moral growth, Transformation, Maturity, Hope, Educational and philosophical themes, Higher goals.

METHODOLOGY:

ThewordBildungsromanisacombinationoftheGermanword‘Bildung,’meaningformation,and‘roman’,meaningnovel. Bildungsromanisagenrewhichdepictsthelifeofayoungherofromimmaturitytomaturityandmovesfurtherbyfocusingon thetrialsandmisfortunesthatassistinthecharacter'sgrowth.Q&Aidentifiedasanovelthathadeducationalandphilosophical valuesforyoungadultsasitportrayedthecharacterswhonotonlystrovetobetterthemselvesbutalsowhowereableto outgroworleavebehindchildishbehavioursinthepursuitofhighergoals.

Q&Abeginswiththeprotagonistwhofeelsalienatedbutendsonapositivenotewiththecharacterfindingasenseofbelonging orself-realizationasinBildungsroman.Q&Adepictsthetraditionalnotionsofplot,narrative,andcharacterdevelopmentlike postmodernBildungsroman.VikasSwarupexpoundedonthethemesoftheragstoriches,classstruggle,alienation,physical punishment,andharshlivingconditionsinthenovelthatarethesignificantfeaturesofBildungsroman.

ThenovelQ&Aisstructuredindifferentstagesliketheprotagonist’schildhood,experiencesthatshapeinbuildinguphis characterandemphasizeshismaturitywhichiscommonforBildungsroman.Bildungsromanhasbeenreinventedandduetoits flexiblecharacteristics,itischosentoaddresstheissueslikeidentity,trauma,race,andviolence.Thisresearchpaperdiscusses PostmodernbildungsromanwhichformsanewapproachinIndianEnglishliteratureasaliterarytheoryandhowitisrelated tostudyVikasSwarup’snovelQ&Apublishedin2005.

Literature Review:

ManyscholarsexpressedtheirviewsondifferentaspectsofselectedNovelthroughtheirresearcharticles,dissertations,and thesesaccordingtotheirinterestsandtopicarechosen.TheresearcheralignedBildungsromantostudytheNovelforabetter understandingoftheworkanddevelopanappreciationoftheNoveltojustifyandsupportthearguments.

Thestudyhasthescopetoanalyzevarioushistorical,psychological,andsociologicalaspectsinthenovelthatreflectthe present-dayscenario.

Introduction:

Thepossibleliteraryformforawritertokeephimselfintouchwithsocietyandthecommonreadersisonlyfiction. Indian writersinEnglishhavemadeatremendouscontributiontothegrowthoftheEnglishNovel,whichispopulartodayamongall thegenres. IndianNovelinEnglishhasgrownbyleapsandboundswiththepublicationofBankimChandraChatterjee'sfirst NovelRajmohan’swife(1864)thefirstfull-lengthIndianNovelinEnglish,andLalBehariDay’sGovindSamanta(1874)orthe HistoryofaBengalRaiyat. EnglishFictionnotonlyaddressesthetraditionalIndianculturalethosbutalsopresentmulticultural reality, thematic concerns, and the development of new forms of expression that resulted in ever-increasing distributionandthereaders.

International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056

Volume: 09 Issue: 08 | Aug 2022 www.irjet.net p-ISSN: 2395-0072

Salman Rushdie’s bagging of the Booker Prize in 1981, was a momentous event that made Indian English writers instil confidence.Theadventofthe20thcenturymarkedasignificantparadigmshiftinalmostallwalksoflife.Intherealmofworld literature,IndianEnglishliteraturehasattaineditsindependentstatus,representsIndiantradition,thesocialandreligious structureofIndia,politicalissuesandsoon.

Modernandcurrentnovelistshaveamorerangeoftopicstodealwith. Withtheadvancementofglobalizationandrapid industrialization,themodernworldhasbecomeacomplexspherewherewritershavecrossedallgeographicalboundaries.The focusofthewritershasshiftedfromgeneraltospecificandexclusivelypost-colonialwritersbeforeandafterindependence dealtwithsocialthemesbutnowthecontemporarywritersfocusingonlifeoftheindividualsandthejourneyofthepersonal andpsychologicalmaturitybyexhibitingdifferentstylesinformandexpressionthatenrichedIndianLiterature. Mostofthe IndianEnglishnovelsdealswiththeprotagonist’sdevelopmentormaturitywithhisorherearlieryearsstrugglingwithcaste, class,religion,identity,orbelongingnesswhicharethemajorfeaturesofBildungsroman.

Becauseoftheuniversalneeds,todaywehavemanytechnocrats,managementprofessionals,Indianoriginslivinginabroad hasbeencontributingtotheIndianFictionandhasbecomenotedasbestsellersinIndia.Theglobalinterestsandtheshifting paradigmshavetransformedandinfluencedtheneedsofthereadersandthethemesofthewritersaswell.Theever-changing paradigmsofthemodernworldhasprovidedliterature,notonlyanopportunitytore-examineitsowntheoriesandprocedures butalsopavedawayfornewonestodevelop.SomeofthemodernwritersinthiseraareArundhatiRoy,VikasSwarup,Shashi Deshpande,SalmanRushdie,ArvindAdiga,ShashiTharoor,JhumpaLahiriandmanyothers.

Introduction of Vikas Swarup:

VikasSwarupwasborninAllahabadinanIndianfamilyoflawyers.Inhisdiplomaticcareer,Vikaspostedtovariouscountries likeTurkey,theUnitedStates,Ethiopia,theUnitedKingdom,andSouthAfrica.

Hepennedhisfirstnovel,Q&A,intwomonthswhenpostedinLondonandpublishedQ&A(20005) in43languages.Vikas Swaruppresentsakaleidoscopicvisionofthestrugglebetweengoodandevilwhenparticularlyaboywhohasnootherchoicein life but still needs to survive. Vikas Swarup emphasized that life is the best teacher who teaches many lessons with its experiences.Healsosaysthateveryonecreateshisluckandwhostriveswins.It’samessageofhumanityandhope,wherehope makeslifebright.

Indiaisalandofmultiplelanguagesandcultureswherethepoorandtherichliveintheirpreferencesandchoicesineveryday lives.ItissuchacountrywheresomeoftheWorld'sRichestpeopleliveandisalsoalandwheretheslumandthepoorreside, wheremostofthemareilliteratesandwhostrugglefortheirdailybread.Theystillleadtheirliveshappilyonlybecauseoftheir ceaselessdesiretohaveabetterlifeandprovethattheyarenotplacesofhopelessnessanddespairbutrunforsuccessandto becomeproductive.

SwarupmirrorsthefundamentalunityinbringingallthreereligionstogethertheHindureligion,theChristian,andtheMuslim. RambecomesMohammadforhisMuslimfriend,fortheAustralianDiplomat,hebecomesThomas,andfortheIndianactresswho variesofkeepingaMuslimservanthebecomesRam,henceheutilizeshisnametomeetvariouscircumstances,andthiseven representstheharshreligioustensionsthatareprevalentinIndia.

VikasSwarupisauniquewriterandisdifferentfromotherwriters.HehasbroughtanoveltytoIndianwritinginEnglishwith contemporarythemes,storyline,uniquestructures,andfreshideas.HestartsthenovelQ&Awiththesurprisinglines-“Ihave beenarrestedforwinningagameshow”.

Study of the novel:

Accordingtothebildungsroman,theplotfollowsaspecificpattern.Alienationfromone’simmediatefamilyisoneofthemost commonplotsobservedinQ&A.ProtagonistRamgrowsfromanorphanchildtoanadultinthenovel.Ram’sparentsleaveRam onceinhischildhoodlaterhefacesdefenselessandalienatedinseveralsituationsthroughouthislife.Ramwasonceagain abandonedshortlyafterhisfosterparents’divorce.Hence,FatherTimothytakescareofhimandnameshimRamMohammed Thomas,ashisreligionwasnotknownandeventoprotecthimfromcommunalriotsthatgivesaninsightintothereligious tensionsexistinginmodernIndia.

Harsh Living Conditions:

LivinginharshconditionsisoneofthemostcommonplotsinBildungsroman.Inthenovel,Q&ARamlivesintheslumsof Mumbai with agony and helplessness. Mumbai was depicted as a wasteland with over one million peopleliving under no

International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056

Volume: 09 Issue: 08 | Aug 2022 www.irjet.net p-ISSN: 2395-0072

circumstancesofventilationandfightingforeverythingessentialforlivinginthegreasyswampyarea.Ram,inhisjourneyoflife setsgoalsforhimselfandenvisionshimselfonedaybeingconsiderablyRich.“EverynightIdreamofvisitingtheplacesIseein AustralianGeographic.”(Swarup,80).It’sunderstoodthatRamworkscontinuouslytogrowandreachhisdreamsirrespectiveof hispoverty.Thenovelrecitestheunbelievablejourneyofaslumdogwhobecomesabillionaire.“AfterawhileI,too,driftoffto sleep,dreamingmiddle-classdreamsofbuyingamilliondifferentthings,includingaredFerrariandabeautifulbrideinablue salwarkameez.Allwithfiftythousandrupees.”(Swarup,108). Thisquoteshowshowheworkstobetterhislifeandchasehis dreamsofbecomingarichman.Taylor’sfamilyhasexposedhimtotheworld’swonders,hisdesiretovisittheexoticplaces personallyandnotinthemagazinesmakeshimtostruggleforhisupliftmentandhopeforthefuture.Eachquestionheanswers hasaseparatestoryinhislifeandhisexperiences.EverymemorydemonstrateshowThomasknewtheanswertotherespective quizshowquestion.SwarupbuildsthepsychologicalintelligenceofthecharacterRamthroughtheinterpretationofsociety. Ramisanordinarystreet-smartboyadaptedtothesocietywhichdoesn’tneedexpensiveschoolingandeducationforit. This intelligencemakeshimdesperatelytoescapefromSethijialongwithSalim.Heisoptimisticandbelievesinnoreligionbut continuestohelpothersanddogoodwhichpavedhisdestinyturnupsidedownandluckheraldedhim.

Learning From One’s Own Experiences:

ThroughouttheBildungsromanformation,theprotagonistattainedasenseofawareness.ThoughRamlamentsaboutlacking formalstudiesheuseshiscommonsenseandreal-lifeexperiencestowinthequizshow.Itshowshisworthandsuccessinlife andprovesthatknowledgeisnotthemonopolyoftheeducatedelite.Thenovelsemphasisethevastdifferencebetweenthe knowledge of practical experiences and the knowledge of education by highlighting the knowledge of experience which, prevailedinthepathofprosperinginthequizshow.Knowledgeisthecommonsensethat,oneacquiresintheprocessof attainingmaturityirrespectiveoftheformaleducationonepossesses.Ramexpoundedoneveryexperienceinlifeanddeveloped hismentalabilitybystudyingsociety.Livingbybattlingandwiththeagonyofestrangementhastaughthimthelessonsoflife whichblossomedhischaracter.

Character Growth:

Ramlearnsthatonlymoneydoesn’tbringhappinessandsuccessinlife.Oneshouldfindawaytogetenoughmoneyandenjoy withwhathedoes.OneoftheFamousactressNeelimaKumariwhopossessesmuchmoney,doesn’trelishherlife,anddoesn’t haveclose relations withherfamily. She waspessimistic and bruised by Premkumar.At last,shecommits suicideasshe couldn’ttolerateandwithstandthepressuresinlife.Ramparticipatedinthequizshownottoacquiremoneybuttotake revengeonPremKumartheHostoftheshow,forabusingNeelimaKumari.Rambeinganorphan,cravesidentityandkeepson helpingothersthroughouthislifebysearchingforrelationshipsandgainingwisdom.InSalim,hefindshisbrotherandGudiya, hissisterandkeepshispromises.Hehasevenfoundhispaternalfiguresalsothatwasshownasthewomaninthewhitesari whoappearswhenheneedsreassurancetodotherightthings.Heshapeshischaracterdespitehisnegatives.Heisneither impeccablenorsupremelyintelligentnorreverentlytruthfulbutjustanordinarystreet-smartwhoknowshowtosurviveafter eachdisasterthatbringshimbacktozero.IthasmadehimthreatenPremkumarduringthegameshowandpinpointshisgun athimwhichhashelpedhimtoanswerthequestionwiththegivenhint.

Class struggle:

ClassstruggleisoneofthemainpartsstudiedinthenoveltounderstandtherichandthepoorasanelementofBildungsroman.It alsofeaturestheconflictbetweentheprotagonistandthesociety,thoughtheplotisalmostfocusedonwinningthequizshow,the lifeofRamisspentinutmostpovertyandfacesinjusticeatthehandsoftherichisdepictedinthenovel.Ramarrestedforwinning thegameshowasthecompanycouldn’taffordtopayforhimandcouldn’tdigesthowtheslumcouldwintheshowwithout cheating.TheshowaffiliateswantthepolicetointerrogateRamuntilheconfessestocheating.Godbole,influencedbycapital, beginsphysicallytorturingRam,thoughhedidn’tcheat.Itwasunderstoodthatwealthhasallthepower,whereonecanbuy freedomwhichwasdepictedinthenovelbyfreeingLajwantifromjailandNitafromadultery.Ithasevenprovedthateffluence hasthepowertoimprisonsomeone,whichisevidentatthebeginningofthenovelwiththearrestofRam.

Identity crisis:

Ramtravelledthroughmanyturnsandtwistsinlifethatinfluencedhimtowardchangeanddevelopmentthroughoutthenovel. Ramalsospendsmuchofhislifelongingforahomeandasenseofbelonging.Hewasleftaloneandfeltalienatedinmany situationsinhislife.Ramspenthislifeinutmostpovertyandagonyintheslumsoftenthinksaboutwhyhismotherhaslefthim andhowshewillbe.Ramstruggledtoliveandfledtonewplacestosurvivebyadaptingtocircumstancesandearnedtolivein differentprofessionsrightfromchildhood.Heworksasawaiter,worksforactressNeelimaKumari,worksinTaylor'sestate, worksasatouristguideinDelhi,andasaBarattendantfinally,whichinspiredhimtoparticipateinthequizshow.Heisalways

2022, IRJET | Impact Factor value: 7.529 | ISO 9001:2008 Certified Journal |

International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056

Volume: 09 Issue: 08 | Aug 2022 www.irjet.net p-ISSN: 2395-0072

involvedinfindingrelationshipsandfamilythroughouthisjourney,helpingotherswhoareneedyanddreamingofacquiringa happylife.

Ramfacedmanyoutbreaksthatchangedhimsignificantly.Ramhasfinallyseenthathecanimpactothersaswell.Ramstates that“Iwon’tneeditanymore.Becauseluckcomesfromwithin.”(Swarup,318). Hisjourneyprovesthat everymanhasan innateabilityinsideofhimandproveswhenanopportunityknocks.Theideaofthenovelisentwinedaroundtheplightof ordinarypeople.Themostinterestingis,itsthemeoftheendlesspossibilitiesoflife,areminderthatanythingispossibleifyou stronglybelieveandstrivetoachieveit.

CONCLUSION:

Though Bildungsroman is not a dominant genre but has a universal appeal as it deals with the universal experience of coming of the age. Bildungsroman was used in the postmodern era due to its flexibility in addressing the themes of globalization, identity, trauma, and violence. In the novel Q&A by Vikas Swarup, the primary character Ram is found searching to become responsible and seen in quest for his identity in the world. The protagonist is noticed towards a strenuous journey to attain maturity by experiencing different stages like conflict and growth. It is known that a well writtenstoryfollowselementslikeplot,setting,toneandstyleQ&A"succeedsinusingthesetraditionalnotions.Vikas Swarupexpoundedthethemesoftheragstoriches,classstruggle,alienation,physicalpunishment,harshlivingconditionsin thenovelwhicharethemajorfeaturesofBildungsroman

REFERENCES:

[1] D.Swarup,Vikas.Q&A.London:BlackSwan,2005

[2] Gondhali,SunilKrushna.VikasSwarup’snovelQ&A:APost-ModernBildungsroman.InternationalJournalinEnglish, Volume1,Issue2,Sep-Oct2015,PP1-5,ISSN2454-3454.Print.

[3] Gunasekaran,Shyalaja.EpistemologicalNarrationinVikasSwarup’sQ&A.LanguageinIndiawww.languageinindia.com ISSN1930-294021:4April2021

[4] BoekverslagEngelsQ&A(SlumdogMillionaire)doorVikasSwarup(6eklasvwo)|Scholieren.com

[5] https://www.csirs.org.in/uploads/paper_pdf/hope-and-survival-of-subalterns-in-vikas.pdf

[6] https://www.scribd.com/document/317909765/Bildungsroman-Wikipedia-the-free-encyclopedia-pdf

[7] https://www.researchgate.net/publication/282876442_Origin_and_Development_of_Bildungsroman_Novels_in_English_Li terature

[8] https://www.gradesaver.com/q-and-a/study-guide/summary

BIOGRAPHIES

MS K. Rajya Lakshmi isqualifiedwithaMasterofArtsinEnglishLiteraturefromAndhraUniversity,

M. Phil in Social Exclusion Studies from English and Foreign Languages University, Hyderabad, PostGraduation Diploma in English Language Teaching from Osmania University, Hyderabad, Industry CertifiedTrainer,currentlypursuingherPhDinEnglishLiteratureatAnuragUniversity.

SheisanAssistantProfessorofEnglishatMarriLaxmanReddyInstituteofTechnology.Shehasfourteen yearsofexperienceteachinginvariousSchools,Degree,andEngineeringColleges.

Dr V.S.V Laxmi Ramana isaProfessorofEnglishwithanaccomplishedtrackrecordofimpartingqualitybasededucationformorethan30plusyears Assimilatedaproventrackrecordandleverageofworking abroadwithadifferentcross-culturalsectionofstudents Twobestteacherawardswereconferredupon by(MUKSA) AReviewMemberinIJCRT,EditorialBoardMemberforLinguist:Sino-USEnglishTeaching, ISSN1539-8072,USA,US-ChinaForeignLanguage,ISSN1539-8080,USAandEditorialBoardMemberfor GlobalEducationReview,ISSN2220-1599,HongKong.shehadWrittenbookslikeBookTeachingLarge

International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056

Volume: 09 Issue: 08 | Aug 2022 www.irjet.net p-ISSN: 2395-0072

Classes:ProblemsandProspects:ISBN-978-1-5457-0298-7,AHandbookon“IntroductiontoPhonetics& PhonologyforArabicStudents”ISBN:978-1-947752-81-8.

Her Research Interests include Content -Based English Language Teaching, Project-Based Language Teaching,AppliedLinguisticsandDiscourseAnalysis.HerTeachinginterestsincludeEnglishLanguage Teaching,Linguistics,LanguageProjects,Outcome-basedEducationinLanguageProficiency,Designing Need-basedCurriculum.

2022, IRJET | Impact Factor value: 7.529 | ISO 9001:2008 Certified Journal |