A Mind In Fragments: Virginia Woolf’s Representation Of War Trauma Through Septimus Smith In Mrs. Dalloway

Authors

  • Ngoruh Engnithar Aquiline Moyon
  • Dr. Dhanamanjuri Lourembam
  • Dr. Nonie Lourembam
  • Pousuaikingliu Rikhi Panmei

DOI:

https://doi.org/10.53555/kuey.v30i2.9248

Keywords:

Virginia Woolf, Septimus Smith, War literature, War and trauma, Modernist Critique

Abstract

Virginia Woolf's works are deeply engaged with the theme of war. Having grown up in a household where she faced patriarchal constraints and experienced profound personal losses from an early age, she developed a deep understanding of and sympathy for not only the families of soldiers who perished in World War I but also those who returned physically intact yet psychologically scarred. One of Woolf's most masterfully crafted characters, Septimus Smith, serves as a powerful critique not only of the futility of war but also of the culture that glorifies it. Woolf portrays with great sensitivity the struggles of returning soldiers, who find themselves in a society that venerates fallen heroes while neglecting those who survive. This article examines the extent of psychological damage inflicted on Septimus and explores how, through his breakdown, Woolf mounts a modernist critique of war and its devastating impact.

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Author Biographies

Ngoruh Engnithar Aquiline Moyon

Research Scholar,Department of English, Dhanamanjuri University, Imphal, Manipur

Dr. Dhanamanjuri Lourembam

Associate Professor,Department of English, Dhanamanjuri University, Imphal, Manipur

Dr. Nonie Lourembam

Assistant Professor,Department of English, Manipur International University, Imphal, Manipur

Pousuaikingliu Rikhi Panmei

Research Scholar, Department of English, Dhanamanjuri University, Imphal, Manipur

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Published

2024-02-16

How to Cite

Ngoruh Engnithar Aquiline Moyon, Dr. Dhanamanjuri Lourembam, Dr. Nonie Lourembam, & Pousuaikingliu Rikhi Panmei. (2024). A Mind In Fragments: Virginia Woolf’s Representation Of War Trauma Through Septimus Smith In Mrs. Dalloway. Educational Administration: Theory and Practice, 30(2), 1823–1828. https://doi.org/10.53555/kuey.v30i2.9248

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