Date of Award
Spring 5-10-2025
Document Type
Honors Project
Degree Name
Bachelor of Arts
Department
English and Linguistics
Department Chair or Program Director
Lorentzen, Eric
First Advisor
Richards, Gary
Major or Concentration
English
Abstract
This paper examines William Faulkner’s Thomas Sutpen and James Joyce’s Stephen Dedalus as parallel creator figures who attempt to transcend their origins and combat mortality by establishing enduring legacies. After suffering humiliation regarding social hierarchy, Sutpen endeavors to create a material dynasty through land acquisition, property development, and the enslavement of non-white people, obsessively seeking to produce a white male heir in the process. Despite his efforts, Sutpen’s physical creation deteriorates, with his most enduring legacy being a distorted oral history beyond his control. Conversely, Dedalus rejects his Irish Catholic upbringing to escape the “nets” of “nationality, language, [and] religion” (Joyce 220), constructing his legacy through aesthetics and poetry rather than physical structures. Dedalus’s villanelle and diary mark the beginning of his artistic transcendence, and he stands on the threshold of artistic success by the novel’s conclusion. Both characters isolate themselves from their families and existing social structures while pursuing their creative goals, suggesting that transcendent creation may be incompatible with established social norms. By examining these characters’ similarities, this paper illuminates broader truths about the relationship between creation, mortality, and social limitations, as Sutpen and Dedalus both strive to create something that outlives them.
Recommended Citation
McGovern, Layla A., "Thomas Sutpen, Stephen Dedalus, and the Intersection of Creation and Mortality" (2025). Departmental Honors & Graduate Capstone Projects. 628.
https://scholar.umw.edu/student_research/628
Rights
Included in
Literature in English, Anglophone outside British Isles and North America Commons, Literature in English, North America Commons, Reading and Language Commons