Background Knowledge & Content
Section I: Understanding How to Teach Graphic Novels
Beginning this unit will require learning about the graphic novel format and the terminology that goes along with it. One resource that would be beneficial to read before starting this unit would be to read Scott McCloud’s book, Understanding Comics: The Invisible Art. Throughout his book, he discusses the different elements that make up a graphic novel. Some of the more important terms that one may want to familiarize themselves with would be the following: panels, gutters, speech bubbles, thought bubbles, narration boxes, icons, visual symbolism and layout design (McCloud 1993). These terms are defined and can be found in the Graphic Novel Terminology section in this unit. These terms will be connected to this unit and will be a part of students' vocabulary when they are discussing their selected graphic novel. It is important that the teacher and students are able to understand how to discuss the relationship between the visual and textual components of a graphic novel.
Teachers will also need to know how to teach students how to read a graphic novel, showing them how to read from left to right, top to bottom. Before beginning the main text of this unit, the teacher should expose students to shorter, simpler kinds of comics.
Section II: Introduction to Speculative Fiction
As mentioned in the introduction, speculative fiction can be defined by Marek Oziewicz as, “a subgenre of science fiction that deals with human rather than technological problems…distinct from and opposite to science fiction in its exclusive focus on possible futures”. A key phrase to take away from this definition is “exclusive focus on possible futures”. This genre explores a variety of different ideas of what the future can look like and how it is represented. In addition, speculative fiction contains a plethora of subgenres, which makes this genre seem endless. However, at its simplest form speculative fiction is a genre that includes realistic elements, but invites the reader into an unknown, imaginative world that could actually be a possible reality in the future.
In this unit, the main focus will be looking at dystopian and utopian examples of fiction. In looking at the history behind these words, the word “utopia” came first from Thomas More’s book, Utopia. In this book, More writes about a character that finds an island that has a perfect society. In the article, “Dystopian Writing as a Part of Science Fiction”, Namrata Purkar states, “the term ‘utopia’ comes from the Greek word eu-topos which means a good place” and goes on to define it using More’s definition, “an imaginary island with a perfect social, legal and political system” (2013). Utopias are idealistic, harmonious societies, yet unattainable. It seems to offer a life where it promotes world peace and harmony, but also comes with the cost of lack of individuality and potential authoritarianism. Purkar goes on to state, “Dystopian literature is actually an offshoot of Utopian literature…” and was used by John Stuart Mill in speech as an antonym to utopia. Most dystopias often stem from failed utopias, resulting in a corrupt, oppressive government.
Dystopian fiction in Purkar’s article is defined as, “ …a society where people worship either a concept or a figurehead…highlights the despondent condition of the society around which its story revolves…independent thought and freedom in such a society is restricted. An individual…lacks individuality and he/she have no right to dissent with the propaganda that controls the society” (2013). A dystopia is the direct opposite of a utopia; however, both are connected in the way that they both depict portrayals of a potential futuristic society.
Section III: Key Terms Elements in Dystopian & Utopian Literature
Both dystopia and utopia are essential terms to know before beginning this unit and familiarizing oneself with the differences between them. In learning about these subgenres, it is important to also educate oneself with key dystopian and utopian terms. These terms are defined and can be found in the Dystopian & Utopian Terms section in this unit. There are more terms that one could learn more about, but the ones listed above are a starting point on educating oneself with the elements of dystopian and utopian societies. Additionally, another important thing to note is that dystopian and utopian societies are usually inspired by or commentary on real world events, taking those events and expanding into the possibilities of them. Some common elements that can be seen in dystopian and utopian fiction are listed below.
- Key Features in Dystopian Fiction:
- Climate change
- Technological control
- Extreme environmental changes
- Loss of personal freedom and individuality
- Surveillance
- Large social and economic class divides
- Mass poverty
- Anarchy
- Key Features in Utopian Fiction:
- Absence of poverty
- Social and economic equality
- Technological or scientific advancements that enhance quality of life
- Social harmony
- Emphasis on the collective
Section IV: Quintessential Dystopian & Utopian Texts
In preparation to teach dystopian and utopian literature, it is necessary to get acquainted with some of the well known authors associated with these genres. A couple of well known authors connected to these genres are George Orwell, Aldous Huxley, Ray Bradbury, Margaret Atwood, Octavia Butler, and Ursula K. Le Guin. While reading through some of these authors' work, it can be noticed how some of the authors overlap and add elements of the science fiction genre. Although there are many others to add to that list, those are a few to check out while beginning this unit. One suggestion would be to begin with a few short stories, which could potentially be used in the classroom when teaching this unit. I have divided a list of dystopian and utopian short stories and novels that can be found in the Suggested Readings section in this unit.
Section V: Background on Octavia E. Butler
Octavia Butler was an award winning African American science fiction writer who helped expand and shape the genre. She was a recipient of the Hugo and Nebula awards, (literary awards for outstanding science fiction writing), as well as being a MacArthur Fellow. According to the National Museum of African American History and Culture, “Butler helped expand the genre of science fiction and create the earliest literary examples of Afrofuturism” and was also deemed as, “the Mother of Afrofuturism”.2 The National Museum of African American History and Culture defines afrofuturism as a genre that, “Expresses notions of Black identity, agency and freedom through art, creative works and activism that envision liberated futures for Black life”. 3 Some of Butler’s most noteworthy novels are Parable of a Sower, Kindred, Parable of the Talents, and Bloodchild.
Butler was known for highlighting topics in her writings such as racial injustice, global warming, socioeconomic inequality, women’s rights, and political disparity. Additionally, her writings gave Black men and women agency, making them the heroes and heroines of their stories. Butler is a pioneer in using science fiction to illustrate the racial inequalities faced by Black community. The National Museum of African American History and Culture cites one of her interviews where she talks about her journey as writer, “You got to make your own worlds. You got to write yourself in. Whether you were a part of the greater society or not, you got to write yourself in”.4 Her works are still read today due to the many uncanny parallels that we see in our current world such as COVID-19, Black Lives Matter movement and the recent California wildfires. Octavia Butler’s legacy lives on and inspires many readers and writers. Although this is a condensed version of her life and words, her name and works continue to be studied and analyzed due to her writings addressing still relevant societal issues.
Section VI: Background on Butler’s Parable of a Sower
Butler’s novel Parable of the Sower was written in 1993 and was set in a futuristic setting of Los Angeles, California in the 2020s. The novel begins in media res in the year 2024 where the reader is introduced to the protagonist, a 15-year-old girl, Lauren Olamina, who lives in a walled community near Los Angeles. Lauren also has a condition called hyperempathy, meaning she feels other people’s pleasures and pains as if they were her own. Outside of this walled off community people struggle to survive, use a drug called “pyro” resulting in wildfires and engage in criminal activity. Lauren’s father is a Baptist preacher, but Lauren does not consider herself religious and begins her own philosophy called Earthseed. Throughout the course of this novel, Lauren teaches herself how to survive the apocalyptic L.A., following her own systems of belief and trying to create a new community in a dystopian society. This novel explores different topics and themes such as, poverty, power, climate change, survival, faith, community, and racial/socioeconomic inequality.
Some historical background before reading Parable of the Sower is that Butler grew up in California and wrote there while constructing many of her novels, including Parable of the Sower. Butler was living in Pasadena, California during Lyndon B. Johnson’s presidency where he introduced the Model Cities program (Minns 2022, 4)5. This program had the hopes of helping the nation's poorest inner city areas by addressing issues like poverty, racial injustice, and insufficient housing and infrastructure. However, Richard Nixon eliminated this program and his successor, Ronald Reagan, added on to this negative domino effect by cutting other remaining social and housing programs. Additionally, the year prior to Parable of the Sower being released the 1992 Los Angeles riots occurred, which magnified racial tensions and police brutality in Los Angeles. It can be speculated that Butler used these events to help depict her vision of what Los Angeles could look like in the future.
Section VII: Futuristic Parallels Seen in Parable of a Sower
One of the most intriguing parts about Butler’s Parable of the Sower is how many commonalities it shares with today’s societal issues. One of the first parallels that is seen in today’s current society and Parable of the Sower are environmental disasters. In Butler’s book she writes about the United States going through climate change disasters such as extreme droughts, hurricanes, and floods happening all over the nation. These same occurrences can be seen currently happening throughout the U.S.; for example, the recent Kerville, Texas floods, the Pacific Palisades California wildfires, and the 2017 Hurricane Maria. In addition, there can be similarities seen in the way she depicts poverty. In her book, Butler shows an extreme divide between the classes, showing the disparity between the rich and the poor. In today’s society that is also not too far off, a 2017 report, titled “Billionaire Bonanza: The Forbes 400 and the Rest of Us,” found that the three wealthiest individuals in the US, Bill Gates, Jeff Bezos, and Warren Buffett, hold more than wealth than the bottom 50% of American citizens combined.6
The last example that I’ll mention that can be seen as parallel to our own society is that the government in this novel is corrupt, ineffective, and largely absent from people’s lives. Police are violent and require bribes. In today’s world, many people distrust the government, fear that democracy is at risk, and document police brutality frequently. It is chilling to see how much Butler has seemed to “predict” about the future. In a 2017 article, “Octavia Butler’s Prescient Vision of a Zealot Elected to “Make America Great Again” by Abby Aguirre she inserts a quote that Butler made at M.I.T. about her novel, Parable of the Sower, “This was not a book about prophecy…This was a cautionary tale, although people have told me it was prophecy. All I have to say to that is: I certainly hope not.””.7
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