Browsing by Subject "dystopiakirjallisuus"

In my thesis, I examined the winning works of the Nuori Aleksis project from two perspectives: I interpreted how young adult novels embody the construction of adolescent identity and its developmental concerns and I observed how do these books, popular among young people, serve as a field of introspection for young readers in the movement for identity formation. The purpose of my thesis was also to bring out interpretive surfaces of identity formation in YA literature, which teachers can use when they choose suitable reading for their students. I interpreted the novels Auringon pimeä puoli, Rikki Revityt and Mistä valo pääsee sisään in light of Erikson's ego identity theory and its developmental concers, and outlined my interpretation based on the meanings of concepts such as parasocial relationship, transportation into the narrative worlds, narrative strategies and the expression of memory and time. The outline of my thesis was guided by the idea of the school's mission to support the construction of identity. I chose the winning works of the Nuori Aleksis project because I wanted to examine the description of identity in novels that have affected young readers themselves. I implemented my theses according to content analysis at the intersection of inductive and deductive methods. I examined the material in the light of identity research such as ego identity and literary study, interpreting descriptions of identity formation from them, as well as the meanings between reader and work, and the teacher's perspective. In the works as bildungsromans, the description of identity formation was manifested in situations where the character experienced a transition to another dimension, encountered a 'doppelganger' or a moral dilemma. The description of identity was often shaped in the meanings of the characters' agency. The possibilities of shaping the reader's identity are affected by the stretched and dynamic temporal description which also enables the depth of the characters and thus the birth of a parasocial relationship. The works offer an avenue for multi-perspective identity related moral etchical and societal reflection in teaching discussion.