-----. (under contract). Challenging genres: Science Fiction and Speculative Fiction. Netherlands: Sense Publishers.
Details (draft/updated):
Series: Critical Literacy Teaching Series: Challenging Authors and Genres
Volume: Challenging Genres: Science Fiction and Speculative Fiction
P. L. Thomas
Final draft submission: December 15, 2012
Introduction
This introduction addresses the value of critical pedagogy and critical literacy for all students in any courses addressing literacy as a foundational introduction for both the series and this volume. Further, I will explore our assumptions about genre—how we assign and teach genre in our literature study, and how we assign and teach genre in our writing instruction. Finally, I will briefly introduce sci-fi/speculative fiction as a marginalized genre in comparison to literary fiction. In this introduction, I will define sci-fi, speculative fiction, and dystopian fiction along with confronting the problems posed by genre and medium
Chapter One
“A Case for Sci-Fi and Speculative Fiction: A Brief History”
Sci-fi as a genre of fiction has often been marginalized, with a few works and writers allowed into the official canon, almost begrudgingly—Aldous Huxley, George Orwell, Kurt Vonnegut, Margaret Atwood. But those sci-fi works tend to be embraced when the writers are also considered literary, leaving works and writers dedicated exclusively to sci-fi to a second-class status. This chapter examines what constitutes sci-fi as a genre and discusses the complex debate surrounding that classification, focusing on Atwood’s arguments about sci-fi, speculative fiction, and dystopian fiction. This chapter will also introduce a consideration of sci-fi/speculative fiction across several mediums—novels, short stories, film, and graphic novels.
Chapter Two
“Sci-Fi and Speculative Novels”
This chapter will discuss sci-fi/speculative fiction novels by focusing on major works representing the genre: Orwell’s 1984, Huxley’s Brave New World, Bradbury’s Fahrenheit 451,Vonnegut’s Slaughterhouse-Five, Atwood’s The Handmaid’s Tale. I will examine both how these major works represent the genre as well as how to utilize these works in classrooms focusing on critical literacy and exploring multigenre/multimedium texts.
Chapter Three
“Sci-Fi and Speculative Short Fiction”
This chapter will discuss sci-fi/speculative fiction short stories by focusing on major works representing the genre—such as LeGuin’s “The Ones Who Walk away from Omelas” and Vonneguts short stories, such as “Harrison Bergeron”—and works often taught in ELA courses. I will examine both how these major works represent the genre as well as how to utilize these works in classrooms focusing on critical literacy and exploring multigenre/multimedium texts. I will present and discuss how to use sci-fi short stories to build multigenre units of study.
Chapter Four
“Sci-Fi and Speculative Films and TV”
This chapter will discuss sci-fi/speculative fiction films and TV by focusing on major works representing the genre: Star Trek, Star Wars series, Blade Runner, Solaris, Alien series. I will examine both how these major works represent the genre as well as how to utilize these works in classrooms focusing on critical literacy and exploring multigenre/multimedium texts. Film and TV series as elements of adaptation of texts will also be examined.
Chapter Five
“Sci-Fi and Speculative Graphic Novels/Comics and Young Adult Literature”
This chapter will discuss sci-fi/speculative fiction graphic novels/comics by focusing on major works representing the genre: superhero comics (Superman, Batman, Spider Man, X-Men), American Flagg!, Ronin, V for Vendetta, The League of Extraordinary Gentlemen. I will examine both how these major works represent the genre as well as how to utilize these works in classrooms focusing on critical literacy and exploring multigenre/multimedium texts. Graphic novels/comics as elements of adaptation of texts will also be examined.
Then, I will explore the sci-fi/speculative fiction works within the broader young adult fiction genre, focusing on YA classics and the more recent rise of the Hunger Games trilogy.
Chapter Six
“The Enduring Power of Sc-Fi, Speculative Fiction, and Dystopian Fiction”
Drawing from Atwood’s In Other Worlds: SF and the Human Imagination (2011), I will discuss contemporary works of sci-fi/speculative fiction such as Atwood’s Oryx and Crake and The Year of the Flood, Perrotta’s The Leftovers, and Ishiguro's Never Let Me Go to detail the enduring power of the genre.
Conclusion
Sci-fi/speculative fiction as adaptation units will be the final discussion of the book, discussing the use of mutltigenre units in courses focusing on literacy and composition instruction.
Working References
Atwood, M. (2011). In other worlds: SF and the human imagination. New York: Nan A. Talese/ Doubleday.
Thomas, P. L. (2011, October 30). Le Guin's "The ones who walk away from Omelas”: Allegory of privilege. Daily Kos. Reposted at The Daily Censored (2011, November 3).
-----. (2011, October 20). Whence come The Leftovers?: Speculative fiction and the human condition. Daily Kos.
-----. (2011, January 3). Calculating the Corporate States of America: Revisiting Vonnegut's Player Piano. OpEdNews. http://www.opednews.com/articles/Calculating-the-Corporate-by-Paul-Thomas-110103-130.html
-----. (2007). Reading, learning, teaching Margaret Atwood. New York: Peter Lang USA.
-----. (2006). Reading, learning, teaching Kurt Vonnegut. New York: Peter Lang USA.
Vonnegut, K. (1974). Wampeters, foma & granfalloons. New York: Delta.
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