How can reading dystopian fiction affect our understanding of education?

Abstract

This thesis considers how reading literature can be used as a resource for educational thought and how reading dystopian fiction can affect our understanding of the functions of education. Key works of dystopian fiction were read using Felski’s (2015) approach of hermeneutics of suspicion in order to gain a deeper understanding of education, focusing on Biesta’s (2010) three functions of education: qualification, socialisation and subjectification. Key findings include the relevance of using literature as research method, and the gains in terms of understanding of education that are possible through reading dystopian fiction. This promotes a discussion of how literature is used as a lens to view educational policy and practice. Furthermore, the reading of dystopian fiction highlights the fallacy of the narrative of education providing social justice: in each of Biesta’s (2010) functions, it is the powerful who are in control and who lead with the intention of maintaining their power whilst promoting an image of benevolence towards those with less advantage. The power dynamic seen in dystopian fiction, including: Orwell’s Big Brother and Inner Party; Huxley’s Directors and Alphas; and Atwood’s Commanders, are reflected in the power dynamic seen in England’s schools, notably the UK government, aligned with the school inspectorate, and school leaders; school leaders and teachers; and teachers and students.