Fractured Minds and Shifting Selves: An Empirical Study of Identity and Mental Health Narratives in English Literary Education | ||
| المجلة العلمیة لکلیة الآداب-جامعة أسیوط | ||
| Article 38, Volume 33, Issue 96, October 2025, Pages 1849-1882 | ||
| Document Type: بØوث علمية Ù…Øکمة | ||
| DOI: 10.21608/aakj.2025.414831.2179 | ||
| Author | ||
| داليا Ù…Øمد مبروك* | ||
| Nasr City | ||
| Abstract | ||
| This empirical study investigates the complex portrayals of identity fragmentation and mental health in two seminal works of English literature: Virginia Woolf’s Mrs. Dalloway and R.K. Narayan’s The English Teacher. Through detailed narrative and thematic analysis, the research explores how these novels depict psychological struggles such as trauma, grief, and introspection, revealing the fractured selves of their protagonists within distinct cultural and historical contexts. To enrich the literary analysis, the study incorporates insights from a purposive sample of 120 literary scholars and graduate students specializing in English literature, whose interpretive responses provide valuable perspectives on the texts’ representations of mental health. This interdisciplinary approach bridges literary criticism and psychological theory, offering fresh empirical evidence on how modern literature challenges traditional conceptions of selfhood and mental well-being. The findings underscore the enduring relevance of these narratives for understanding identity crises and psychological resilience, while contributing to contemporary literary scholarship by foregrounding mental health as a critical lens in the study of English literature. | ||
| Keywords | ||
| Virginia Woolf; R.K. Narayan; The English Teacher; Identity Fragmentation; Narrative analysis | ||
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