In this paper, I will focus on the societal system in which Kathy lives in order to prove that her identity is strongly influenced by the society’s distinctive attitudes towards the clones. Therefore, after theoretically considering the process of identity formation through applying Mead’s sociological approach, I will analyze the socio-cultural context of the novel. Subsequently, I will look at Kathy’s narrative identity and examine to what extent her narrated personal self-image can be traced back to the attitudes and values of the societal system in the novel.
Table of Contents
1. Introduction
2. What is identity? – Mead’s sociological approach
3. The society in Never Let Me Go
4. Narrative identity – the ideal medium for presenting Kathy’s identity
5. The influences of the society on Kathy’s identity formation
6. Conclusion
Research Objectives and Core Themes
This paper examines how the socio-cultural system within Kazuo Ishiguro's Never Let Me Go shapes the identity formation of its protagonist, the clone Kathy H., by applying George H. Mead’s sociological framework regarding the "self" and narrative construction.
- The psychosocial process of identity formation in cloning societies.
- Application of George H. Mead’s "I" and "Me" concepts to the character Kathy H.
- The impact of institutional isolation and surveillance at Hailsham.
- The role of "narrative identity" as a mechanism for self-meaning in an objectified existence.
- The influence of societal euphemisms and dehumanization on the clones' self-image.
Excerpt from the Book
5. The influences of the society on Kathy’s identity formation
The clones at Hailsham are only socialized amongst themselves and their guardians, and have almost no contact with ‘ordinary’ humans. Therefore, Kathy’s psychosocial identity formation is significantly affected as the people she socially interacts with are either other clones, who are also influenced by the Hailsham education, or the guardians. According to Anne Whitehead, “her relationships with her fellow students accordingly take on the strength and ambivalence of family relations” (69). Hence, an unaffected spontaneous psychosocial identity formation is not possible.
As previously mentioned, the society in Never Let Me Go views the clones as “less than human” (258) “creatures” (267) of which they “are all afraid” (Ishiguro, 264; emphasis given). The clones seem to perceive this aversion because Kathy explains that from an early age on she and the other clones felt “different from [their] guardians, and also from the people outside” (Ishiguro, 69). In encounters with ordinary human beings, they feel that they are different from humans, although they cannot explain where this feeling origins from, and to which extent they are different from other human beings (Ishiguro, 36). She realizes that others have a different notion of herself and the other students than she does.
The revulsion of normal humans becomes apparent to Kathy in the scene where the students scare Madame. They encounter her deeply-rooted fear, as Madame is afraid of the students “the same way someone might be afraid of spiders” (Ishiguro, 35). When she looks at them, they recognize that something “[gives] her the creeps” (Ishiguro, 71). Kathy explains how she perceives herself as a horrifying object for the first time:
Thinking back now, I can see we were just at that age when we knew a few things about ourselves – about who we were, how we were different from our guardians, from the people outside – but hadn’t yet understood what any of it meant. […] Maybe from as early as when you’re five or six, there’s been a whisper going at the back of your head, saying: ‘One day […] you’ll get to know how it feels’. So you’re […] waiting for the moment when you realise that you really are different to them; that there are people […] who shudder at the very thought of you […] and who dread the idea of your hand brushing against theirs. The first time you glimpse yourself through the eyes of a person like that, it’s a cold moment“ (Ishiguro, 36).
Summary of Chapters
1. Introduction: Outlines the ethical context of human cloning and introduces Kathy H.’s memoir as a vehicle to explore narrative identity and psychosocial development.
2. What is identity? – Mead’s sociological approach: Details the theoretical framework of identity construction, focusing on Mead’s distinction between the "I" and the "Me" and the influence of the "generalized other."
3. The society in Never Let Me Go: Analyzes the two-tiered societal structure of the novel, focusing on the dehumanization, isolation, and controlled environment of the boarding school, Hailsham.
4. Narrative identity – the ideal medium for presenting Kathy’s identity: Examines how Kathy utilizes storytelling to integrate her experiences into a coherent self-image despite her predetermined fate.
5. The influences of the society on Kathy’s identity formation: Demonstrates how the internalized social stigma and lack of autonomy force the clones to adopt negative self-concepts and passive roles.
6. Conclusion: Summarizes how Kathy’s identity is ultimately co-authored by a society that views her as an object, confirming the loss of her autonomous selfhood.
Keywords
Identity formation, Narrative identity, Kazuo Ishiguro, Never Let Me Go, George H. Mead, Sociology, Cloning, Dehumanization, Socialization, Self-image, Psychosocial, Hailsham, Organ donation, Subjective identity, Generalized other.
Frequently Asked Questions
What is the primary focus of this work?
The work explores the sociological impact of a dystopian society on the identity formation of clones, specifically focusing on the protagonist, Kathy H., in Kazuo Ishiguro's novel.
What are the central thematic fields covered?
The study centers on the intersection of narrative identity, bioethical consequences of cloning, social psychology, and the structural oppression of "non-human" entities.
What is the main research question?
The paper asks to what extent the socio-cultural system in the novel influences and co-authors the individual identity and self-image of the clone Kathy H.
Which scientific method is utilized in this study?
The author applies George H. Mead’s sociological theories on the "self," "I," and "Me," along with Dan McAdams' theory of narrative identity, to analyze the literary text.
What topics are discussed in the main body?
The main body covers the theoretical foundations of identity, the structure of the two-tiered society in the novel, the function of narrative as a coping mechanism, and the specific influences of education and isolation on the clones' psychological development.
Which key terms characterize this research?
Key terms include identity formation, narrative identity, the generalized other, social objectification, and the dialectic between internal self-perception and external social expectations.
How does Kathy's childhood at Hailsham affect her identity?
Hailsham serves as a site of controlled socialization; by limiting knowledge and emphasizing "artistic value," the guardians guide the clones into passive acceptance of their future roles as organ donors.
What is the significance of the "possible" in the clones' lives?
The search for their "possibles" reflects the clones' desperate desire for origin and autonomy, yet it ultimately reinforces their negative self-image when they realize they are considered societal outcasts.
Why does the author classify Kathy's identity as "co-authored"?
The author argues that Kathy’s self-concept is not independently constructed but is heavily shaped by the attitudes, values, and exclusionary practices of the dominant human society.
What does the "completion" euphemism represent in this society?
The term "completion" serves to sugarcoat the clones' death, masking the reality of their instrumentalization and easing the conscience of the human society that relies on their organ donations.
- Quote paper
- Myriam Nickels (Author), 2017, Society's Influences on Kathy H.'s Identity Formation in Kazu Ishiguro's "Never Let Me Go", Munich, GRIN Verlag, https://www.grin.com/document/358733
