Relevant bibliographies by topics / Dystopian Fiction - Young Adult

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Academic literature on the topic 'Dystopian Fiction - Young Adult'

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Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Dystopian Fiction - Young Adult"

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Basu, Balaka. "Female Rebellion in Young Adult Dystopian Fiction." Contemporary Women's Writing 10, no. 1 (July 23, 2015): 147–49. http://dx.doi.org/10.1093/cww/vpv013.

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Connors, Sean P. ""I Have a Kind of Power I Never Knew I Possessed": Surveillance, Agency, and the Possibility of Resistance in YA Dystopian Fiction." Study and Scrutiny: Research on Young Adult Literature 2, no. 2 (September 20, 2017): 1–23. http://dx.doi.org/10.15763/issn.2376-5275.2017.3.1.1-23.

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Drawing on Foucault’s examination of the gaze as a disciplinary mechanism, and de Certeau’s discussion of how people use tactics to resist oppressive power systems, this article advocates reading the gaze in young adult dystopian fiction. To illustrate the complex readings that doing so makes possible, the author examines three young adult dystopias—M. T. Anderson’s Feed, Suzanne Collins’s Hunger Games trilogy, and Corey Doctorow’s Little Brother—to demonstrate how they depict adolescents as having varying degrees of agency to resist the gaze. To conclude, the author discusses the implications for teachers and students of reading the gaze in young adult literature.
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Connors, Sean P. "Engaging High School Students in Interrogating Neoliberalism in Young Adult Dystopian Fiction." High School Journal 104, no. 2 (2021): 84–103. http://dx.doi.org/10.1353/hsj.2021.0000.

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Hanssen, Jessica Allen. "How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction." Studier i Pædagogisk Filosofi 6, no. 2 (April 12, 2018): 41. http://dx.doi.org/10.7146/spf.v6i2.102084.

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Green-Barteet, Miranda A., and Jill Coste. "Non-normative Bodies, Queer Identities." Girlhood Studies 12, no. 1 (March 1, 2019): 82–97. http://dx.doi.org/10.3167/ghs.2019.120108.

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In this article we consider the absence of queer female protagonists in dystopian Young Adult (YA) fiction and examine how texts with queer protagonists rely on heteronormative frameworks. Often seen as progressive, dystopian YA fiction features rebellious teen girls resisting the restrictive norms of their societies, but it frequently sidelines queerness in favor of heteronormative romance for its predominantly white, able-bodied protagonists. We analyze The Scorpion Rules (2015) and Love in the Time of Global Warming (2013), both of which feature queer girl protagonists, and conclude that these texts ultimately marginalize that queerness. While they offer readers queer female protagonists, they also equate queerness with non-normative bodies and reaffirm heteronormativity. The rebellion of both protagonists effectively distances them from the queer agency they have developed throughout the narratives.
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Abdeen, Azza Abdel Fattah Abdeen. "A Corpus Stylistic Analysis of Some Lexical and Semantic Devices in Young Adult Dystopian Fiction." Egyptian Journal of English Language and Literature Studies 9, no. 1 (December 1, 2018): 67–126. http://dx.doi.org/10.21608/ejels.2018.134069.

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Wohlmann, Anita, and Ruth Steinberg. "Rewinding Frankenstein and the body-machine: organ transplantation in the dystopian young adult fiction seriesUnwind." Medical Humanities 42, no. 4 (August 1, 2016): e26-e30. http://dx.doi.org/10.1136/medhum-2016-010918.

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Gooding, Richard. "Posthumanist Readings in Dystopian Young Adult Fiction: Negotiating the Nature/Culture Divide by Jennifer Harrison." Children's Literature Association Quarterly 45, no. 2 (2020): 186–89. http://dx.doi.org/10.1353/chq.2020.0023.

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Marlina, Leni. "Dystopian World and Young Adults in M. T. Anderson’s Feed Science Fiction." IOSR Journal of Humanities and Social Science 19, no. 1 (2014): 67–73. http://dx.doi.org/10.9790/0837-19176773.

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Alexander, Jonathan, and Rebecca Black. "The Darker Side of the Sorting Hat: Representations of Educational Testing in Dystopian Young Adult Fiction." Children's Literature 43, no. 1 (2015): 208–34. http://dx.doi.org/10.1353/chl.2015.0019.

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Dissertations / Theses on the topic "Dystopian Fiction - Young Adult"

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Reber, Lauren Lewis. "Negotiating Hope and Honesty: A Rhetorical Criticism of Young Adult Dystopian Fiction." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/284.

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Young adult dystopian fictions follow the patterns established by the classic adult dystopias such as George Orwell's 1984 and Aldous Huxley's Brave New World, but not completely. Young adult dystopias tend to end happily, a departure from the nightmarish ends of Winston Smith and John Savage. Young adult authors resist hopelessness, even if the fictional world demands it. Using a rhetorical approach established by Wayne Booth in The Rhetoric of Fiction and The Company We Keep, this thesis traces the reasons for the inclusion of hope and the strategies by which hope is created and maintained. Booth's rhetorical approach recognizes that a narrative is a relational act. At issue in this study is the consideration of what follows from viewing a narrative as a dynamic exchange between text, author and reader. Through a focus on rhetoric as identification, the responsibilities of both the author and the reader to a text are identified and discussed. Three young adult novels, A Wrinkle in Time by Madeleine L'Engle, The Giver by Lois Lowry and Feed by M.T. Anderson will be analyzed as case studies. Together the analysis of these novels reveals that storytelling is an act of forging identifications and forming alliances. The reader becomes more than just a spectator of the author's rhetoric; the reader is a fully involved member of the interpretive and evaluative process.
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Davis, Megan S. "A R(EVOLUTION) OF ENVIRONMENTAL ETHICS: YOUNG-ADULT DYSTOPIAN FICTION AS A VEHICLE FOR ECOCRITICAL AWARENESS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/787.

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Prominent within various scientific journals, news media outlets, and online publications are conversations surrounding what is dubbed “climate anxiety.” This wide-stemmed social unrest is caused, in large part, by the unrelenting, consistent data from the scientific community reporting rising sea levels, species extinction, and “record-breaking” heatwaves as well as an increasing average of global temperatures, that seem to top the next every year for the past decade. However, an underlying thread to these reports remains largely consistent. Unless serious regard is given to our natural surroundings and how we have come to interact within it, regions of the Earth considered desirable for human life will likely become uninhabitable, and other parts horrifically inhospitable to humans and other species. When addressed so simply and plainly, it seems that the response to such life-altering implications ought to be simple: do whatever it takes to ensure that a diversity of life, including that of humankind, can continue on the planet Earth. Voices of the scientific community have decreed that a driving force behind the lackadaisical approach to deterring such dire climatological circumstances, is the inability to grasp the immense scope of climate change issues. This thesis, then, aims at proposing a directive to correct this problematic mentality, and a specific generation to combat this nature. Using the lens of ecocriticism, the study of literature and the environment, combined with cutting-edge theoretical findings in the field, I will focus on the literary portrayal of climate change within young-adult dystopian fiction. While regarding the scholarship on the recent increase of YA fiction that takes a critical approach to human ethics and the portrayal of the demise of the natural environment in those texts, I will examine how this trend responds to my ideas of young-adult fiction functioning within Ecocriticism. Moreover, you will see a pattern charting how literature can revolutionize and evolve the mind frame of human ethics on a planetary scale, starting with the young adult readers. Further, I will highlight how these ideologies could and ought to be incorporated into a composition classroom. Composition already has a strong history of grounding itself in the notion of identity, and how contingent factors (social, political, economic, ecological, etc.) are integrated into the construction of that identity. This thesis poses that if we can introduce a sense of how those factors affect our ability to act in the natural world and potential consequences of these actions by way of pop culture outlets like YA Climate Fiction, readers can begin to re-shape our identities and actions, individually and collectively, towards Ecocritical ethics and awareness.
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Elhousny, Nadja. ""I believe it." : En luthersk-teologisk analys av Veronica Roths Divergent-trilogi." Thesis, Uppsala universitet, Teologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255544.

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The aim of this essay is to examine what happens when Veronica Roths Divergent-trilogy is read with a lutheran theological pre-understanding. Using reader-response theory and lutheran theology written for and in a post-modern context, three lutheran figures of thought are presented as one way of understanding the trilogy. The conclusion is that it is possible to reveal lutheran ideas concerning justification, guilt, forgiveness, mercy and self-sacrificing love in the Divergent-story.
Denna uppsats undersöker Veronica Roths Divergent-trilogi ur ett luthersk-teologiskt perspektiv. Metoden som används är en text- och läsarcentrerad metod. Med hjälp av post-modern luthertolkning till största delen hämtad från projektet Luthersk teologi och etik - i ett efterkristet samhälle så byggs tre tankefigurer upp; människan och det onda, människan och det goda samt människan och vägen till frihet. Dessa tankefigurer läggs som ett raster över trilogin. Resultatet av denna process visar att det i berättelsen är möjligt att synliggöra lutherska tankefigurer rörande rättfärdiggörelse, skuld, en självutgivande kärlek, förlåtelse och nåd.
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Selzer, Dominik. "Critical Thinkers through The Hunger Games : Working with Dystopian Fiction in the EFL Classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65374.

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This essay gives examples of possible ways to inspire young adults to become politically more aware and active using dystopian fiction in the EFL classroom. First, an overview of the dystopian genre and different ways of using it in the EFL classroom to improve critical thinking skills will be given. Subsequently, different scenes from The Hunger Games will be analyzed to show how young adults can be inspired to be more aware of social and environmental justice and to act. Finally, it is discussed why literary material in a classroom must relate to a student’s personal life and why the relevance must be explained to a student to raise their interest. As a conclusion, it is claimed that it cannot be expected that all students care for the world, but showing them why they should and how they could do it is a first step.
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Baker, Kaline Elizabeth. "Media as a social institution : the power dynamics of media in the young adult dystopian fiction of M.T. Anderson and Suzanne Collins." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54463.

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Using a wide array of research on media and youth, combined with theories about dystopian literature, this thesis examines the portrayal of media in the young adult novels Feed, by M.T. Anderson, and the Hunger Games trilogy by Suzanne Collins. This research study is a part of the larger critical discussion about how adult anxieties concerning media use by youth manifest themselves in the fiction written for adolescents by adult authors. By examining the concepts of surveillance, discipline, punishment, and resistance through the critical lens of Michel Foucault’s theories in his work Discipline and Punish, as well as the work of Roberta Trites in Disturbing the Universe, this study finds that media is classified as a social institution in Anderson’s and Collins’ young adult dystopian narratives. In these novels, the dystopian regimes utilize media to maintain social order and behavior. This study explores how the young adult protagonists are disempowered by media, learn how media as a social force controls their lives, and gain agency through a reversal of media use to reinforce their personal power and independence.
Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
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Abbott, Sarah J. "The Future Perfect." UKnowledge, 2016. http://uknowledge.uky.edu/english_etds/30.

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In the prison society of Circadia, the Jury doesn’t need chains or locks to keep citizens tame, only routine—but Valerie and Brennan break the routine. Valerie allows a hospital patient who hurt her in the past to die from cardiac arrest. Her twelve-year term will be reset if anyone finds out she didn’t try to save him; she’ll start over in the dangerous Twelfth Circle. With 455 days left in Circadia, she must lie not only to the authorities but also to her family. And she’s a terrible liar. Most conversations halt near Brennan, the Warden’s son, but even he catches the whispers after a police officer attempts to escape from Circadia. When Brennan learns that his mother and a Juror are rigging the officer’s public trial, they give him a choice: side with the Circadians and lose his safety, or side with the Jury and lose his self-respect. Structured in chapters that alternate between Valerie and Brennan, this novel—influenced by George Orwell, Suzanne Collins, and Michel Foucault—suggests that the best prison makes you comfortable. It makes you want to stay.
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Baran, Katarzyna Agnieszka. "The past, memory and trauma in young adult dystopian writing." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/385857.

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Els últims vint anys han estat testimonis d'un interès sense precedents en la literatura distòpica per als adolescents. Durant la dècada de 1980 i principis de 1990 el camp interdisciplinari d'estudis de la memòria va començar a guanyar un reconeixement més generalitzat. Dins d'aquesta eclèctica àrea d’investigació, els estudis sobre el trauma es va convertir en un dels punts d'enfocament. D'altra banda, des de principis del decenni de 1990, hi ha hagut un augment en el nombre de llibres per a nens sobre el trauma. No obstant això, fins ara, hi ha hagut poca recerca acadèmica en els conceptes de trauma i memòria en la literatura distòpica per als adolescents. L'objectiu principal d'aquesta tesi és analitzar com el passat, la memòria i el trauma es reflecteixen en els recents textos distòpics destinats als adolescents. La tesi examina novel•les d'escriptores americanes i britàniques: Lois Lowry, Doris Lessing, Ursula K. Li Guin i Allie Condie. Amb l'ús de les teories del camp dels estudis de memòria, aquesta tesi traça com en aquestes novel•les la memòria, el passat i la història són utilitzats pels règims repressius per reforçar el statu quo. La tesi explora també l'ambigua funció de la memòria, que pot ser no només una eina d'opressió, sinó que també d'alliberament. D'altra banda, aquesta tesi se centra en la representació de trauma en distopies per a adolescents.
En los últimos veinte años hemos asistido a un auge sin precedentes del interés por la literatura juvenil distópica. A finales de los ochenta y principios de los noventa el campo multidisciplinario de los Estudios sobre la Memoria comenzó a gozar de un reconocimiento generalizado. Dentro de este campo de investigación tan ecléctico los estudios sobre el trauma se convirtieron en uno de los aspectos que más atención ha recibido. Por otro lado, desde principios de los noventa el número de libros sobre trauma dirigidos a un público juvenil ha ido en aumento. Sin embargo, los estudios académicos sobre los conceptos de trauma y memoria en la literatura juvenil distópica son todavía escasos. El principal objetivo que se marca esta tesis es analizar cómo se reflejan el pasado, la memoria y el trauma en obras distópicas juveniles de reciente publicación. La tesis analiza una serie de novelas de autores estadounidenses y británicos como son Lois Lowry, Doris Lessing, Ursula K. Le Guin y Allie Condie. Mediante teorías procedentes de los estudios sobre la memoria, en este trabajo se perfila el modo en que los regímenes represivos utilizan el pasado y la historia para fortalecer el estatus quo. Se analiza también la función ambigua de la memoria, que puede ser no solo opresiva sino también liberadora. Por otra parte, la presente tesis centra su atención en la representación del trauma en distopías juveniles.
The last twenty years have witnessed an unprecedented interest in dystopian literature for young adults. During the late 1980s and early 1990s the interdisciplinary field of memory studies began to gain a more widespread recognition. Within this eclectic area of research, trauma became one of the most significant points of focus. Moreover, since the early 1990s, there has been an increase in the publication of children’s books on trauma. However, to date, there has been little scholarly research into the concepts of trauma and memory in dystopian literature for young adults. The main aim of this dissertation is to analyse how the past, memory and trauma are reflected in recent young adult dystopian writing. The thesis examines a selection of novels by American and British writers: Lois Lowry, Doris Lessing, Ursula K. Le Guin and Allie Condie. With the use of theories from the field of memory studies, the thesis traces how, in these novels, memory, the past and history are used by repressive regimes to strengthen the status quo. Moreover, the function of memory is ambiguous as it can be oppressive - but also liberating. The complexities of this process are examined together with the representation of trauma in young adult dystopias.
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Tan, Susan. "Between times : growing into future's history in young adult dystopian literature." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708554.

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Marroquin, Melissa. "The New Dystopian Trend: Neoliberalism and the YA text." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1624.

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Since the success of J.K. Rowling’s Harry Potter series, the young adult text has functioned as a potential gold mine both in publishing and in commercial film. Within the YA realm, a trend has surfaced which features a formulaic narrative located within a dystopian society. This research closely analyzes two popular works of the YA dystopian boom, The Hunger Games and the Divergent series, in order to outline the vast appeal of such a trend. Once examined, it becomes evident that the trend is one consistently tied to neoliberal ideals of individual achievement. Using neoliberalism as a lens of investigation, broader connections to youth culture within the contemporary cultural landscape are revealed. Investigating two mainstream favorites of the young adult dystopia has uncovered the notion of individualism that feeds the logic of consumer capitalism. Exploring a range of topics from the role of romance to government intervention, this work highlights the ways in which the trend reinforces the importance of the individual and her freedoms.
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Reber, Lauren Lewis. "Negotiating hope and honesty : a rhetorical criticism of young adult dystopian literature /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd720.pdf.

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Books on the topic "Dystopian Fiction - Young Adult"

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Haddix, Margaret Peterson. Among the Imposters. United States of America: ALADDIN PAPERBACKS, 2002.

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Dark futures: A VOYA guide to apocalyptic, post-apocalyptic, and dystopian books and media. Bowie, Maryland: VOYA Press, an imprint of E L Kurdyla Publishing, LLC, 2012.

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Calhoun, Bonnie S. Lightning: A novel. Grand Rapids, Michigan: Revell, a division of Baker Publishing Group, 2015.

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The System. London: Hodder & Stoughton, 2013.

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Dark star. Newtown, N.S.W: Walker Books, 2012.

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Clockwise to Titan. London: Hot Key, 2013.

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Isbell, Tom. The release. New York, NY: HarperCollins Publishers, 2017.

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Dunkle, Clare B. The Sky Inside: The Sky Inside #1. New York: Atheneum Books for Young Readers, 2008.

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Mussi, Sarah. Breakdown. London: Hot Key Books, 2014.

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Cross, Gillian. After tomorrow. Oxford: Oxford University Press, 2013.

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Book chapters on the topic "Dystopian Fiction - Young Adult"

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Ramdarshan Bold, Melanie. "A [Brief] History of Young Adult Fiction (YA)." In Inclusive Young Adult Fiction, 21–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_2.

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Ramdarshan Bold, Melanie. "Introduction: ‘In an Era of Fear and Division, Fiction Plays a Vital Role in Dramatising Difference and Encouraging Empathy’." In Inclusive Young Adult Fiction, 1–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_1.

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Ramdarshan Bold, Melanie. "The ‘Diversity’ Status Quo in the UK Publishing Industry." In Inclusive Young Adult Fiction, 45–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_3.

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Ramdarshan Bold, Melanie. "The Construction of (Racialised) Author and Reader." In Inclusive Young Adult Fiction, 93–144. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_4.

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Ramdarshan Bold, Melanie. "Conclusion: ‘Until There Are Enough People Like Us in Books, Writing Books, in the Industry, It’s Not Going to Change’." In Inclusive Young Adult Fiction, 145–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_5.

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Waller, Alison. "Amnesia in Young Adult Fiction." In Memory in the Twenty-First Century, 286–91. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137520586_35.

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Flanagan, Victoria. "Posthumanism in Young Adult Fiction." In Technology and Identity in Young Adult Fiction, 11–38. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137362063_2.

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Gruner, Elisabeth Rose. "Introduction: Young Adults, Reading, and Young Adult Reading." In Constructing the Adolescent Reader in Contemporary Young Adult Fiction, 1–24. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-53924-3_1.

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Spring, Erin. "Place and Identity in Young Adult Fiction." In Identities and Subjectivities, 429–50. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-023-0_25.

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Smith, Michelle J., and Kristine Moruzi. "Gender and Sexuality in Young Adult Fiction." In The Palgrave Handbook of Contemporary Gothic, 609–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33136-8_36.

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