Why Do Students Never Escape Their Dystopian Society
The novel Never Let Me Go by Kazuo Ishiguro, raises dispute pertaining to the students of Hailsham in reference to why they never escape their dystopian society. Titus Levy argues, in his essay Human Rights Storytelling and Trauma Narrative, which they choose to “remain passive” and never “rebel against their status in society” because of the Bildungsroman structure of the novel that “constricts” these students “rebellious impulses.” (Levy, 5) He further argues that Hailsham is “complex,” as it creates a society that “precludes the possibility of resistance or dissent.” (Levy, 5) Ultimately, Hailsham plays a vital role for the reason that these students never plot escape because this school oppressed students and conditioned them to stay within
…show more content…
This corroborates that due to the difference of semiotics from our own world and the world of Hailsham, what would appear to be a tragic dystopian fate to the reader, is an accepted fate that has become rationalized to the Hailsham students. Therefore, the disturbing concepts expressed in this novel do not raise the same controversy to the clones as it would to the reader. As meanings are changed and reshaped, the reader must adapt to the pragmatics of Hailsham and disconnect from semiotics and meaning that pertain to our own …show more content…
As a reader that has been introduced to this altered world, one may try to understand it with the same notions that are held towards semiotics in the “outside world.” This makes one anticipate the escape of the clones, however, their oppression to Hailsham and lack of knowledge of what is beyond their own society gives them nowhere to escape to, therefore they except their disturbing purpose as their roles in society. In the end, Never Let Me Go, creates a Bildungsroman structure that shows how confined and isolated these clones are, which leaves them powerless against their fate. Furthermore, the deceitfulness of Hailsham created an illusion for these clones and sheltered them from the true horrors of the dystopian society that they were apart of, which creates a disconnect between the Hailsham and the “outside world,” as it proved to be a fantasy for the clones in their world full of
This corroborates that due to the difference of semiotics from our own world and the world of Hailsham, what would appear to be a tragic dystopian fate to the reader, is an accepted fate that has become rationalized to the Hailsham students. Therefore, the disturbing concepts expressed in this novel do not raise the same controversy to the clones as it would to the reader. As meanings are changed and reshaped, the reader must adapt to the pragmatics of Hailsham and disconnect from semiotics and meaning that pertain to our own …show more content…
As a reader that has been introduced to this altered world, one may try to understand it with the same notions that are held towards semiotics in the “outside world.” This makes one anticipate the escape of the clones, however, their oppression to Hailsham and lack of knowledge of what is beyond their own society gives them nowhere to escape to, therefore they except their disturbing purpose as their roles in society. In the end, Never Let Me Go, creates a Bildungsroman structure that shows how confined and isolated these clones are, which leaves them powerless against their fate. Furthermore, the deceitfulness of Hailsham created an illusion for these clones and sheltered them from the true horrors of the dystopian society that they were apart of, which creates a disconnect between the Hailsham and the “outside world,” as it proved to be a fantasy for the clones in their world full of