我现在如何生活:反乌托邦青年小说中的可持续发展项目

J. Hanssen
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引用次数: 1

摘要

我们不可能忽视以反乌托邦、甚至是世界末日为观点的青少年小说(YA)持久而广泛的流行。《饥饿游戏》、《迷宫跑者》和《分歧者》等系列作品呈现了一个黑暗而充满恐怖和社会崩溃的世界,其中脆弱的主角必须应对不断出现的环境、社会和政治挑战,否则就有可能面临饥饿、受伤和各种形式的痛苦和折磨。在反乌托邦的青春世界里,紧张的局势往往会转向自然世界——一个关乎生存和更新的世界——寻求解决方案。专门为年轻成人读者写的反乌托邦小说的持续流行需要批判性的审查,因为教师必须准备好处理这些文本提出的问题。反乌托邦的趋势似乎是对政治和社会绝望的一种凄凉的表达,但它确实揭示了年轻读者对周围世界的期望。反乌托邦的吸引力不仅在于想象问题,还在于如何解决问题。反乌托邦的青少年小说中展现的聪明才智和足智多谋不仅吸引人,而且成为对环境和社会可持续性需求的大胆和最终乐观的声明。将反乌托邦式的青少年文学与英语作为外语(EFL)课程相结合的最佳方式,依赖于沃尔夫冈·克拉夫基(Wolfgang Klafki)所理解的教学准备,其模式和格式感觉新鲜,鼓励学生主导的参与,真正的多模态,以及从教室的封闭圈子到成人文明的开放舞台的有机进展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction
It is impossible to ignore the enduring and sweeping popularity of young adult novels (YA) written with a dystopian, or even apocalyptic, outlook. Series such as Th e Hunger Games, Th e Maze Runner, and Divergent present dark and boding worlds of amplifi ed terror and societal collapse, and their vulnerable protagonists must answer constant environmental, social, and political challenges, or risk starvation, injury, and various forms of pain and suff ering. More frequently than not, the tensions of the dystopian YA universe turn to the natural world, one of sustenance and renewal, for resolution. The continued popularity of dystopian fi ction written expressly for young adult readers requires critical examination, as teachers must prepare themselves to deal with the questions raised by these texts. Th e trend toward the dystopian seems like rather a bleak expression of political and social hopelessness, but it does off er certain insights into what young readers want from the world around them. Much of the appeal of the dystopian comes from imagining not just problems, but how to solve them. The ingenuity and resourcefulness displayed in dystopian YA novels is not only appealing, but becomes a bold and ultimately optimistic statement on the need for environmental and social sustainability. The optimal incorporation of dystopian YA into the English as a foreign language (EFL) curriculum relies on the preparation of instruction as understood by Wolfgang Klafki in a mode and format that feels fresh and encourages student-led engagement, genuine multimodality, and an organic progression from the closed circle of the classroom to the open arena of adult civilization.
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