TED Ankara High School

Abstract

This extended essay explores the quality of teaching twentieth-century dystopian fiction in twenty-fırst century classrooms. The long essay explores changing state society interactions, the role of the individual in a world by which technology is ubiquitous and increasingly plays a role in driving those changes, the simultaneous perceived freeing and enslaving tendencies of the same technologies, and the ambiguous relationship that exists between these technologies and people. In the middle associated with conversation could be the question of the compatibility of classical dystopian literature in modern class room. The scope associated with the article is not restricted to one book. The part stones of twentieth-century dystopian literature like Huxley’s Brave New World, Orwell’s Nineteen Eighty- Four and Bradbury’s Fahrenheit 451 are in comparison and compared aided by the well-known dystopian books associated with the present which young adults prefer. Malley’s Declaration, Legacy & Resistance trilogy and Collins’ Hunger Games trilogy are two of these. Literary commentaries and articles from literature journals have already been familiar with support the conversation. This article concludes your goal of an author while producing a dystopia is mirror dubious or troubling trends in his culture being move the course the society seems to be using. Using this perspective, dystopian literary works is seen as embodying a cautionary story. Besides their particular literary price, the dystopias associated with the twentieth-century may not be able to offer a prescriptive standpoint to youngsters who've been created into a global that numerous areas is already described as the very context about that the classic genre alerts. This article acknowledges the power of literary texts on the general public and also the constructivist interplay that exists between an author and his community.