**8. Conclusions**

Bildungsroman enables both Brontë and Joyce to position their protagonists within metaphorical 'professional' landscapes and demonstrate the impact of the 'professional' on formative development. Education, including formal, social, moral and intellectual becomes a 'practice of freedom' and a conduit for locating self and place within society; it enables Jane Eyre to become integrated to an extent and cultivates Stephen Dedalus's marginalisation and 'otherness', confirming Wenger's conception of educational imagination. Ultimately, both writers challenge us to interrogate the value and meaning of the term 'professional', and fundamentally assess our motivation for professionalisation, especially when the professional is endowed with negative connotations. Burstow and Maguire argue for teachers becoming "agents of change" [2,28], which transgresses negative pedagogy and authoritarian oppression, enabling Paulo Freire's vision, as detailed by Shaull:

Freire incarnates a rediscovery of the humanizing vocation of the intellectual, and demonstrates the power of thought to negate accepted limits and open the way to a new future ... man's ontological vocation is to be a Subject who acts upon and transforms his world [23] (p. 14).

Is this, the portrait of the artist or rather the paradigm for the 'inclusive professional'? Autonomy, creativity, awareness of self and place, and knowledge of professional destiny constitutes professionalisation, and the creation of a new category within the Place Model. It suggests that powerful correspondences exist between the Place Model and the novel of formation which creatively inform the search to determine who might be teaching me today and how professional that pedagogue may be.

**Author Contributions:** The Introduction (Section 1) was written by F.F. and K.W.; Sections 2–6, which focus on *Jane Eyre* were authored by F.F.; Section 7 which focuses on *A Portrait of the Artist as a Young Man* was written by K.W.; the Conclusion (Section 8) was co-authored.

**Funding:** This research received no external funding.

**Acknowledgments:** Thanks to Linda Clarke for her support and encouragemen<sup>t</sup> in the research and writing of this article.

**Conflicts of Interest:** The authors declare no conflict of interest.
