La ficción distópica en inglés: análisis de la estima guiado por el corpus de la trilogía “Divergente”, de Veronica Roth

Andrea Burgos Mascarell

Resumen


Dada la reciente popularidad de la ficción distópica juvenil y en particular de la trilogía Divergente, de Veronica Roth, se ha empezado a investigar este subgénero. Sin embargo, actualmente la investigación se tiende a centrar en enfoques de género y educativos, ignorando en general los aspectos psicológicos de los personajes. Mi estudio se centra en la representación de la estima y autoestima a través de un análisis basado en la anotación. Los resultados ofrecen información sobre los factores que afectan el rol y autoestima de la protagonista.

Palabras clave


Distopía; joven-adulto; Divergente; autoestima; estima; anotación

Texto completo:

PDF (English)

Referencias


AMES, M. (2013). “Engaging “apolitical” adolescents: Analyzing the popularity and educational potential of dystopian literature post-9/11”. The High School Journal 97: (1): 3-20.

AMES, M. (2018). “Responsibility in the composition classroom” in Young Adult Literature in the Composition Classroom: Essays on Practical Application. (Eds. T. Girardi and G. Scheg). Jefferson: McFarland: 21-29.

BALL, R. (2016). Actors and aliens: Representations of Teenage Protagonists in Bestselling YA Fiction. Victoria University of Wellington (Doctoral thesis). .

BASU, B., BROAD, K. R. y HINTZ, C. (Eds.) (2014). Contemporary Dystopian Fiction for Young Adults: Brave New Teenagers. New York: Routledge.

CAMPANELLA, T. (2009). The City of the Sun. SMK Books. Publicado originalmente (1602).

COLLINS, S. (2008). The Hunger Games. New York: Scholastic.

COLLINS, S. (2009). Catching Fire. New York: Scholastic.

COLLINS, S. (2010). Mockingjay. New York: Scholastic.

DAY, S. K., GREEN-BARTEET, M. A. and MONTZ, A. L. (Eds.), (2014). Female Rebellion in Young Adult Dystopian Fiction. Farnham: Ashgate Publishing, Ltd.

HARRIS, M. A., GRUENENFELDER-STEIGER, A. E., FERRER, E., DONNELLAN, M. B., ALLEMAND, M., FEND, H., CONGER, R. D. y TRZESNIEWSKI, K. H. (2015). Do Parents Foster Self-Esteem? Testing the Prospective Impact of Parent Closeness on Adolescent Self-Esteem. Child Development 86 (4): 995-1013. https://doi.org/10.1111/cdev.12356.

HINTZ, C. y OSTRY, E. (Eds.). (2003). Utopian and Dystopian Writing for Children and Young Adults. London: Routledge.

HOOVER, D. L., CULPEPER, J. and O’HALLORAN, K. (2014). Digital Literary Studies: Corpus Approaches to Poetry, Prose, and Drama (Vol. 16). London: Routledge.

JARVIS, C. (2015). “How to be a woman: Models of masochism and sacrifice in young adult fiction” in Popular Culture as Pedagogy: Research in the Field of Adult Education. (Eds. K. Jubas, N. Taber y T. Brown). Rotterdam: Sense Publishers: 134-150.

JERKOVIĆ, S. V. and ALIHODŽIĆ, D. (2018). The Hunger Games in Bosnian-Herzegovinian context: the study of the effects of young adult dystopian literature on high-school students. Društvene i Humanističke Studije 1 (4): 223-238.

KENNY, U., SULLIVAN, L., CALLAGHAN, M., MOLCHO, M. and KELLY, C. (2018). “The relationship between cyberbullying and friendship dynamics on adolescent body dissatisfaction: a cross-sectional study.” Journal of health psychology 23 (4): 629-639.

KOUTSOULELOU, S. (2017). “Crisis is written all over me. Greece in Crisis: Combining critical discourse and corpus linguistics perspectives” in Greece in Crisis: Combining critical discourse and corpus linguistics perspectives. (Eds. O. Hatzidaki and D. Goutsos). Philadelphia: John Benjamins Publishing Company: 263-289.

LOMAS, T. (2017). “Can Mindfulness help at-risk adolescent boys?” En Making a Difference with Psychology. (Eds. K. Niven, S. Lewis and C. Kagan). Manchester: Richard Benjamin Trust: 113-120.

LOWRY, L. (1993). The Giver Quartet Omnibus. En L. Lowry (2014), The Giver Quartet Omnibus. Boston: HMH Books for Young Readers.

MARSHALL, M. (2014). What Mainstream Centers Cannot Hold: Growing Critical Literacy with Dystopian Fiction in Teaching towards Democracy with Postmodern and Popular Culture Texts. (Eds. P. Paugh, T. Kress and R. Lake). Rotterdam: Brill Sense: 135-150.

MORE, T. 2010 (1516). “Libellus vere aureus, nec minus salutaris quam festivus, de optimo reipublicae statu, deque nova insula Vtopiae” in Utopia. (Ed. L. Winkler). Scotts Valley, CA.: CreateSpace Independent Publishing Platform.

NARR, R. K., ALLEN, J. P., TAN, J. S. and LOEB, E. L. (2017). “Close friendship strength and broader peer group desirability as differential predictors of adult mental health.” Child development 90 (1): 298-313. https://doi.org/10.1111/cdev.12905.

PARENT, M. C., GOBBLE, T. D. and ROCHLEN, A. (2018). Social media behavior, toxic masculinity, and depression. Psychology of Men & Masculinity. Advance online publication. http://doi.org/10.1037/men0000156.

PATAKI, J. (2017). “To read and learn: The necessity for a new definition of dystopia and bridging the gap between the old and contemporary dystopias” [Reseña del libro The Boundaries of Dystopian Literature. The Genre in Context, escrito por D. Alihodžić and S. Veseljević Jerković]. Anafora-časopis za znanost o književnosti 4 (2): 426-430.

PIOTROWSKI, A. and RYBAKOVA, K. (2015). “Reading adolescents in dystopian YAL through the lens of feminism.” GALA Journal: A Journal of the Gender in Literacy and Life Assembly 21: 23-30.

SAUNDERS, J. M. (2014). “What The Hunger Games can teach us about disciplinary literacy.” English Journal 103 (3): 41-47.

SIMMONS, A. M. (2014). “Class on fire: Using the Hunger Games trilogy to encourage social action” in Teaching towards Democracy with Postmodern and Popular Culture Texts (Eds. P. Paugh, T. Kress and R. Lake). Rotterdam: Brill Sense: 77-95.

SOARES, M. A. (2018). “Here’s looking at you kids: The urgency of dystopian texts in the secondary classroom” in Worlds Gone Awry: Essays on Dystopian Fiction (Eds. J. J. Han, C. C. Triplett and A. G. Anthony). Jefferson: McFarland: 210-224.

SUJOLDŽIĆ, A. and DE LUCIA, A. (2007). “A cross-cultural study of adolescents-BMI, body image and psychological well-being.” Collegium Antropologicum 31 (1): 123-130.

SWIFT, J. (1723). Travels into several Remote Nations of the World. In Four Parts. En (2009) Gulliver’s Travels. Reading: Oneworld Classics.

TORSHEIM, T. and WOLD, B. (2001). “School-related stress, support, and subjective health complaints among early adolescents: A multilevel approach.” Journal of adolescence 24 (6): 701-713.

TRITES, R. S. (2000). Disturbing the Universe Power and Repression in Adolescent Literature. Iowa City, IA: University of Iowa Press.

VAN MELCKEBEKE, S. (2018). Young Adult Dystopian Literature. Didactic Benefits of its use in the English Subject Classroom in Norway (Master’s thesis). Inland Norway University of Applied Sciences.

WESTERFELD, S. (2005). Uglies. New York: Simon Pulse.

WESTERFELD, S. (2005). Pretties. New York: Simon Pulse.

WESTERFELD, S. (2006). Specials. New York: Simon Pulse.

WILKINSON, R. B. (2010). “Best friend attachment versus peer attachment in the prediction of adolescent psychological adjustment.” Journal of Adolescence 33 (5): 709-717.




DOI: https://doi.org/10.18172/cif.4475

Copyright (c) 2020 Andrea Burgos Mascarell

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento 4.0 Internacional.

© Universidad de La Rioja, 2013

ISSN 0211-0547

EISSN 1699-292X