The Power of Storytelling in Dubliners by James Joyce: A Modern Narrative Analysis
DOI:
https://doi.org/10.51983/ijiss-2026.16.2.65Keywords:
Joyce, Dubliners, Storytelling, Structuralist, Psychoanalytic Approaches, Narrative ConstructionAbstract
In this paper, the author explores the strength of storytelling in Dubliners by James Joyce and fills the gap in the current analysis of literature, as in most cases, the thematic or stream-of-consciousness devices are discussed, but the structural and psychological layers of the narration by Joyce are overlooked. The main issue discussed is the lack of knowledge about the role of narrative patterns and unconscious psychological forces in character development and decision-making. To address this, the paper uses a Structuralist and Psychoanalytic Approach (SPA). Structuralism studies repetitive motifs, symbols, and story lines, and Psychoanalysis, rooted in Freudian and Lacanian theories, is the examination of the unconscious fears, urges, and struggles that make up the characters. This two-facet approach enables the subtle perception of formalism and mental profundity in the text of Joyce. The quantitative analysis is backed by statistical means: a structural complexity analysis revealed that there is 96% continuity between recurring narrative patterns, whereas a psychological analysis, which refers to character actions and conflicts, has proved that there is a 95.31% fit to Freudian and Lacanian unconscious drives. These results confirm the effectiveness of the SPA structure to reveal the multidimensionality of relationship between narrative design and psychological principles, and how they underpin the theme of alienation and paralysis. The paper highlights the significance of interdisciplinary methods to the Information Science field and highlights the role of narrative forms in shaping cognition, identity, and social processes theories. This work not only increases our comprehension of the storytelling of Joyce but also shows the relevance of literary analysis in other wider cognitive and social studies.
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