Young Adult Dystopian Literature. Didactic Benefits of its use in the English Subject Classroom in Norway.

English: This thesis examines didactic benefits of young adult (YA) dystopian literature when used in the English subject classroom in Norway. More specifically, the study investigates how working with this genre can develop young adult students’ critical thinking skills and their understanding of contemporary society, and how this can influence readers’ personal development and self-growth. Moreover, the thesis looks at the students’ development of reading and digital skills when working with YA dystopian literature in general, and Scott Westerfeld’s trilogy, Uglies (2005a), Pretties (2005b) and Specials (2006), in particular. This study is based on literary theory, mainly traditional and YA dystopian literature, and didactic theory, which is presented in a literature review. The second research method is a close reading of Westerfeld’s Uglies trilogy. The findings from both the close reading and the literature review are discussed in relation to the Common Core and English Subject Curricula, as well as the Framework for Basic Skills. Working with YA dystopia can aid young adults to meet the learning outcomes that are set by the Norwegian Directorate for Education and Training. The qualities of this type of literature make it a viable choice for work in the English subject classroom and with young adults. Nevertheless, further research in this field can consist of testing concrete teaching methods and practical classroom applications in the form of empirical research