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Kom ihåg vem den sanna fienden är!: En analys av normativitet och motstånd i filmatiseringarna av Hunger Games med avseende på klass, genus och etnicitet
Linnaeus University, Faculty of Social Sciences, Department of Education. Linnaeus University, Faculty of Social Sciences, Department of Political Science.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Remember who the real enemy is! : An analysis of normativity and resistance in the cinematic adaptations of The Hunger Games with regard to class, gender and race (English)
Abstract [en]

The following study examines the construction of political identities in the cinematic adaptations of Suzanne Collins "The Hunger Games". This is done through the lense of a post-structuralist, discourse-oriented, theoretical framework. Drawing on Chantal Mouffe's and Ernesto Laclau's concept of hegemony as well as Kimberle Crenshaw's theory of intersectionality (amongst others), I used the series main protagonist - Katniss Everdeen - as the focal point of my analysis. Situated in the intersection between class, gender and race, she is a pivotal subject in the hegemonic struggle of the films, having been labelled as a feminist icon. My aims were as follows: Firstly, I wished to establish the hegemonic structures of The Hunger Games. Secondly, I interpreted in what ways Katniss Everdeen related to these, and lastly, I sought to connect my findings to central concepts of school democracy - as I am to become an upper secondary teacher in social studies.

      The analysis leaves one ambiguous as to whether Katniss is to be seen as a subversive or conformist figure. If we look at the narrative where she acts as the unifying "Mockingjay" in the struggle against "The Capitol", several subversive acts can be found - especially concerning class. However - the parallell narrative of the love-triangle, the one between Katniss, Peeta and Gale, distorts the picture. The revolutionary subversiveness of Gale is contrasted with the democratic conformity of Peeta. In the end, Katniss chooses the latter. This is to be seen against the horizon that most characters in disadvantaged positions die in their hegemonic resistance. Democracy is thus construed as the safe option, whereas heteronormativity and racism remain largely unchallenged. Regarding the reality of pupils - Katniss can be used to illustrate the limits and possibilities of the intersectional experience, and more so, to demonstrate the precariousness of diverging from the norm. 

Place, publisher, year, edition, pages
2016. , 44 p.
Keyword [en]
Pop Culture, Youth Culture, Dystopia, The Hunger Games, Discourse, Hegemony, Class, Gender, Race, Intersectionality, School Democracy
Keyword [sv]
Populärkultur, Ungdomskultur, Dystopi, The Hunger Games, Diskurs, Hegemoni, Klass, Genus, Etnicitet, Intersektionalitet, Skoldemokrati
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-48988OAI: oai:DiVA.org:lnu-48988DiVA: diva2:895318
Subject / course
Social Sciences
Educational program
Teacher Education Programme for Upper Secondary School, 300/330 credits
Supervisors
Examiners
Available from: 2016-01-21 Created: 2016-01-18 Last updated: 2016-01-21Bibliographically approved

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Department of EducationDepartment of Political Science
Educational Sciences

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CiteExportLink to record
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