250362 Rebellion in young adult dystopia: Divergent, The Hunger Games, and The Selection series (S) (SoSe 2016)

Contents, comment

According to book sales, dystopian novels that target young people make up a large amount of commercial successful titles in the past couple of years. To date The Hunger Games series has sold more than 65 million copies in the United States of America and other dystopian series like the Divergent trilogy (Roth), or The Selection series (Cass) have sold multiple million copies worldwide, too. Publishers and authors design and target this genre to young readers and according to recent surveys in Germany, a great fraction of today's young readers are fond of dystopian series. We want to analyse ideologies, convictions, and perspectives in popular dystopian novels in order to trace comprehensive commonalities.
In order to make it possible to conduct a full scale research project, we need to focus on a specific aspect that is common and present in all dystopian series. Regarding the recent events and trends in European and global surveillance and security politics, I would find it revealing to analyse protest and rebellion against governments. In either the Divergent series, The Hunger Games series, and The Selection series the protagonists and people who are close to them get involved with rebellion for different reasons. We will analyse their different motivation on entering a rebellion, their different status in rebel organisations, and their evolution of convictions – from the challenge of autocratic states to the aftermath of coups d'état.

Requirements for participation, required level

It is recommended – but not mandatory – to have passed an introduction to qualitative research methods upfront. All texts, media, and the sessions in this course are in English.

Bibliography

Cass, K. (2012). The Selection. New York, NY, United States of America: HarperTeen.
Charmaz, K. (2014). Constructing Grounded Theory (2nd edition). Los Angeles, CA, United States of America: Sage Publications Inc.
Charmaz, K. & Clarke, A. (2014). Grounded Theory and Situational Analysis (Vols. 1-4). London, United Kingdom: Sage Publications Inc.
Clarke, A. E. (2005). Situational Analysis. Grounded Theory after the Postmodern Turn. London, United Kingdom: Sage Publications Inc.
Collins, S. (2008). The Hunger Games. London, United Kingdom: Scholastic Children's Books.
Roth, V. (2011). Divergent. London, United Kingdom: HarperCollins Children's Books.

Teaching staff

Dates ( Calendar view )

Frequency Weekday Time Format / Place Period  
weekly Mo 10-12 V0-133 11.04.-18.07.2016
not on: 5/16/16

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Subject assignments

Module Course Requirements  
25-ME3 Research Project Forschungsprojekt E2: Angewandte Forschungsmethoden der quantitativen/ qualitativen Sozialforschung Study requirement
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25-ME3-IT Research Project Forschungsprojekt E2: Angewandte Forschungsmethoden der quantitativen/ qualitativen Sozialforschung Study requirement
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25-MeWi-HM6 (New) Media and Learning (Neue) Medien und Lernen Lehrveranstaltung I Graded examination
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Lehrveranstaltung II Study requirement
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Lehrveranstaltung III Study requirement
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30-M-Soz-M3a Sociological Methods a Soziologische Methoden a Seminar 1 Study requirement
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Seminar 2 Study requirement
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- Graded examination Student information
30-MGS-3_ver1 Main Module 2: Socialisation and Education Hauptmodul 2: Sozialisation und Bildung Seminar 1 Study requirement
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Seminar 2 Study requirement
Graded examination
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30-MeWi-HM4 Methods of Media Research Methoden der Medienforschung Lehrveranstaltung I Graded examination
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Lehrveranstaltung II Study requirement
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Lehrveranstaltung III Study requirement
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The binding module descriptions contain further information, including specifications on the "types of assignments" students need to complete. In cases where a module description mentions more than one kind of assignment, the respective member of the teaching staff will decide which task(s) they assign the students.

Degree programme/academic programme Validity Variant Subdivision Status Semester LP  
Medienwissenschaft, interdisziplinäre / Master (Enrollment until SoSe 2014) Hauptmodul 5; Hauptmodul 7 Wahlpflicht 3  
Pädagogik / Erziehungswissenschaft / Diplom (Enrollment until SoSe 2008) H.2.3; H.3.5; H.3.4   scheinfähig  
Unterrichtsfach Pädagogik / Master of Education (Enrollment until SoSe 2014) MU.3.4   2 aktive Teilnahme  

We will analyse rebellion in YA dystopia by means of qualitative empirical social sciences: This course will introduce you to the methods of Situational Analysis (SA) and coding according to constructivist Grounded Theory. After an introduction to coding and SA, we will work in three different project groups on coding excerpts from the series in order to analyse different points of view on rebellion by using a qualitative data analysis software. In the last quarter of our sessions, each group will present their findings and we will merge our results in order to construct substantial theories about rebellion in recent dystopia. With our findings, we will be able to create either teaching material in order to discuss rebellion in class and provide assistance for discussions with young people about rebellion and warfare.

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Limited number of participants: 35
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SS2016_250362@ekvv.uni-bielefeld.de
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Last update basic details/teaching staff:
Thursday, March 24, 2016 
Last update times:
Wednesday, February 24, 2016 
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Wednesday, February 24, 2016 
Type(s) / SWS (hours per week per semester)
seminar (S) / 2
Language
This lecture is taught in english
Department
Faculty of Educational Science
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