Category Archives: dystopian literature

Digital Age: The New Dystopian nightmare

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My classes have finished reading Lord of the Flies, 1984, and Brave New World. Now, we are almost finished with The Time Machine. As I read their essays over Brave New World, I am excited and saddened to see the connections they are making between the dystopian literature and their lives. One of the most interesting ideas has been the connection between their electronic devices and the drug soma from Brave New World. I thought they would talk about the legalization of marijuana or the opioid crisis; they did not.

Ironically, this year, I have worked to use technology to enhance my curriculum and instructional strategies, so, when they are working in class on these blogs, or their notes over the readings, or our “Love Group” project, they are on their devices.  As I look across the room right now, it is a sea of laptops, phones, and earbuds. No one is talking to each other outloud, but I know some are “chatting” with each other. The sound of clicking keys simultaneously makes me smile and cry for they are working, engaged, and learning, but they are also immersed in their own form of soma.

 

If you care, teaching is gut wrenching.

Dystopia? Cautionary or reality

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I just finished reading 90 10th grade essays responding to the novel 1984 and finished reading Brave New World for our next novel.

I told the students that they were meant to be cautionary tales, but the more we are immersed in this year of dystopia, the less sure I am. When I think about the world during the times these novels were written and witness the world in which I live, they feel more like commentary than cautionary. The dystopian ideas are, sadly, reality. While technologically, they may not have had the capabilities to have telescreens and bottle babies when written, the essence of their tale is true and real. These societies at their core exist and have existed since recored history.

As a teacher, the question becomes, do I change our focus of cautionary?  Do we instead analyze the truth and reality of these tales, determine if they are “good” or “bad” societies, and, ultimately, create white papers arguing for these worlds to be created or maintained or arguing ways to change the world?

I mean, it’s 10th grade English. Truly, do they need to be acting as if they are adults who can influence policy or are they 16 years old simply hoping for their license and a car?

Between 1984 and Brave New World

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We’ve completed our work reading 1984. Now it is on to Brave New World. In which are we living? Are we living in both? If the answer is yes to either question, what does that mean for my students? Me? With Brave New World, we are going to explore the real-life ideas presented – genetic engineering, test-tube babies, human conditioning, artificial intelligence, governmental control. Their curriculum purpose – to prepare for AP Language and AP Literature. Their human purpose – to develop the ability to think critically, act ethically, and contribute effectively. Is the second beyond my ethical responsibility as an educator?

Are Cautionary Tales No Longer Cautionary?

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Choosing to study Dystopian literature with 90 tenth graders has proven to be more problematic than I first considered. Essentially, is the cautionary nature of dystopian literature no longer cautionary but commentary? If it is no longer cautionary, am I qualified to address the dystopian nature of their world? If 1984 and Brave New World are our now, how do I address that? I hope to explore my doubts and conclusions as the year progresses in a space that is safe and educational.