The question of real identity is often raised by readers while reading books concerning dystopian worlds and societies. This term paper will discuss the quest of identity and elements of the utopian contemporary school society described in a novel from this decade, titled "Never Let Me Go" by Kazuo Ishiguro. In the novel the protagonists have a shorter life span than regular human beings. This, and the fact that their lives have been planned and predetermined to one day become organ donors leads to the struggle of identity and what identity truly means. Furthermore, the paper will focus on the use of ambiguous terminology used in the novel and how it manipulates the reader’s emotions and impressions. Specific words are being used, which the reader does not immediately link to the words meant by the narrator. To analyse the novel on the aspects of the identity quest, Henri Tajfel’s Social Identity Theory and his thesis will form the basis of the work: Social groups are essential and crucial for an individual’s identity.
The quest for identity always has been part of human nature. Just as imagining and fantasizing about perfect worlds and living in perfect conditions always has been. Humans enjoy visualizing a better place resulting from their dissatisfaction and disappointment in their societies. Not only utopias, also dystopias occupy the human mind. Both, ideal and non-ideal imagined worlds can help to analyse and improve one’s own and already existing world and society or also be identified as a warning against contemporary trends.
Table of Contents
1. Introduction
2. Use of ambiguous terminology
3. Theoretical background: Identity Theories
4. Analysis of different aspects & actions of the novel
4.1 Tajfel’s Social Categorisation & Social Identity in Never Let Me Go
4.2 Tajfel’s social comparison in Never Let Me Go
4.3 Tajfel’s Social creativity & individual mobility in Never Let Me Go
5. Conclusion
6. Bibliography
Objectives and Research Focus
This paper examines the quest for identity within Kazuo Ishiguro's dystopian novel "Never Let Me Go". By applying Henri Tajfel’s Social Identity Theory, the study explores how the protagonists' perceptions of themselves are shaped by the restrictive social groups they are forced into and how they navigate their predetermined destinies as organ donors.
- Analysis of ambiguous terminology used as a manipulative tool in the novel.
- Application of Tajfel’s Social Identity Theory to the characters' development.
- Investigation of social categorization and comparison within the school setting of Hailsham.
- Evaluation of social creativity and individual mobility as coping mechanisms for the protagonists.
- Critique of the subjective nature of memory and identity construction.
Excerpt from the Book
4.1 Tajfel’s Social Categorisation & Social Identity in Never Let Me Go
Considering that social groups are essential to form an individual identity this paper examines the different groups and intergroup relations from Ishiguros’s novel in this chapter. From the beginning of Kathy’s, Ruth’s and Tommy’s infancy until their last years at Hailsham, the reader – along with the students of Hailsham – learns that people living and studying at Hailsham are “all very special” (qtd. Ishiguro 43). Although, it must be added that the reason for this is not stated clearly from the beginning. This analysis starts with the examination of the social identity and the categorisation of this special group.
Not only do the students learn about their special place in the world through the guardians but also, since the students are never able to leave the Hailsham property and are never in touch with the ‘cruel world outside’ until moving to the cottages, the children and teenagers are not able to categorize themselves or compare themselves to the society outside of their own world. Nevertheless, the students are taught about the outside world by the guardians (ibid. 64), indicating that their opinion and views about the world outside are most likely strongly influenced and manipulated. Indeed, the reader learns about the myths and horror stories concerning the woods, crossing the border to the ‘other world’ and the outside world itself - such as the myth of Norfolk being the lost corner of England. (ibid. 65). By implying the special qualities of the students and the carefully selected information about the outside
Summary of Chapters
1. Introduction: Introduces the core question of identity in dystopian societies and establishes the application of Henri Tajfel's Social Identity Theory to the novel.
2. Use of ambiguous terminology: Analyzes how euphemistic language is used to manipulate the characters' perceptions and disguise their grim reality.
3. Theoretical background: Identity Theories: Details Henri Tajfel’s Social Identity Theory, focusing on social categorization, social identity, and comparison processes.
4. Analysis of different aspects & actions of the novel: Investigates the application of social identity principles, including group categorization, social comparison, and mobility strategies, to the lives of the characters.
5. Conclusion: Summarizes findings regarding the characters' identity formation while noting the subjective and nostalgic nature of the narrator's perspective.
6. Bibliography: Lists the academic sources and primary literature used for the analysis.
Keywords
Never Let Me Go, Kazuo Ishiguro, Social Identity Theory, Henri Tajfel, Dystopia, Identity, Social Categorization, Social Comparison, Social Creativity, Individual Mobility, Ambiguous Terminology, Hailsham, Organ Donors, Subjectivity, Memory.
Frequently Asked Questions
What is the primary subject of this paper?
This paper explores the quest for identity within Kazuo Ishiguro's novel "Never Let Me Go" by analyzing how the characters navigate their existence in a dystopian society.
What are the central themes covered in the text?
Key themes include identity formation, the influence of social groups, the manipulation of language through ambiguous terminology, and the impact of predetermined fates on individual self-esteem.
What is the core research objective?
The objective is to analyze how Henri Tajfel’s Social Identity Theory explains the development of the characters' identities within their specific group structures.
Which scientific methodology is applied?
The work applies Henri Tajfel’s Social Identity Theory (1979), specifically the concepts of social categorization, social identity, social comparison, and individual mobility/social creativity.
What topics are discussed in the main analysis?
The main part focuses on how the guardians categorize students, how characters engage in social comparison through art and status, and how they utilize social mobility or creativity to process their reality.
Which keywords best characterize this work?
The work is characterized by terms such as Identity, Social Identity Theory, Dystopia, Social Categorization, and the specific novel title "Never Let Me Go".
How does the use of "ambiguous terminology" affect the characters?
It acts as a manipulative tool used by the authorities (guardians) to minimize the characters' understanding of their true purpose and fate as organ donors.
Why is Kathy’s narration considered subjective?
Kathy is looking back at her life as a 31-year-old donor, and the text acknowledges that her memories are likely blurred, nostalgic, and influenced by her desire to perceive her life as meaningful.
How do the characters use "social comparison" at Hailsham?
They compare themselves through tokens, art, and the attention received from guardians to establish their status and boost their self-esteem within the limited school environment.
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- Line Schneider (Autor:in), 2018, The quest of identity in a modern dystopian novel, München, GRIN Verlag, https://www.grin.com/document/496051
