After reading an article by Patty Campbell (2008), Trends in Young Adult Literature, I am convinced there is a link between the themes of popular youth texts and the events or concerns of the society in which they exist. This strikes me as being in direct contrast to the common view that youth popular culture does more harm than good. It is true that young people are complicated and diverse, and are shaped by the numerous social factors that surround them (Brooks, 2008, p.21), so this must include popular culture. Carrington (2011) supports my assertion that there is a relationship between the popular cultural texts and the emerging (often uncomfortable) issues or concerns of that society. She believes that popular culture has given voice to the tensions emerging across our changing social, economic and scientific landscapes (p.293-6). Intrigued by this idea, I embarked on a personal inquiry into history to find evidence of any such link.
The earliest example of this correlation can be seen in the early 1800s. At this time, the social view of children was that they were untamed and susceptible to corruption, so needed to be taught right from wrong. The tales of Brothers Grimm are a testament of this belief. Gothic texts also seem to mirror patterns in social anxiety. Carrington (2011, p.293) suggests that gothic literature is a marker of social anxiety around issues of identity, trust and authenticity. She lists society’s concern about the growing power of modern Science in the 19th century as the impetus for novels such as Mary Shelley’s Frankenstein (1818) and R. L. Stevenson’s Dr Jekyl and Mr Hyde (1886). Gothic literature appeared again in the 1970s due to anxieties around child-rearing and their challenging of authority. The result was stories like The Exorcist (William Blatty) and movies like The Omen (David Seltzer). Most recently, the 9/11 terror attacks in America sparked fear about terrorism, and Gothic children’s toys emerged as the new trend. In the last decade, Holocaust literature such as The Boy in the Striped Pyjamas (John Boyne) appeared as a reflection of society’s fear of religious war. These examples certainly support the idea of a relationship between youth texts, popular culture and societal anxieties.
The earliest example of this correlation can be seen in the early 1800s. At this time, the social view of children was that they were untamed and susceptible to corruption, so needed to be taught right from wrong. The tales of Brothers Grimm are a testament of this belief. Gothic texts also seem to mirror patterns in social anxiety. Carrington (2011, p.293) suggests that gothic literature is a marker of social anxiety around issues of identity, trust and authenticity. She lists society’s concern about the growing power of modern Science in the 19th century as the impetus for novels such as Mary Shelley’s Frankenstein (1818) and R. L. Stevenson’s Dr Jekyl and Mr Hyde (1886). Gothic literature appeared again in the 1970s due to anxieties around child-rearing and their challenging of authority. The result was stories like The Exorcist (William Blatty) and movies like The Omen (David Seltzer). Most recently, the 9/11 terror attacks in America sparked fear about terrorism, and Gothic children’s toys emerged as the new trend. In the last decade, Holocaust literature such as The Boy in the Striped Pyjamas (John Boyne) appeared as a reflection of society’s fear of religious war. These examples certainly support the idea of a relationship between youth texts, popular culture and societal anxieties.
Science-fiction and fantasy texts have become popular during times of social apprehension about the advances being made in Science and technology. In the industrial era of the late 1800s, texts such as Jules Verne’s 20000 Leagues under the Sea and H. G. Wells’ Time Machine emerged. Science-fiction gained popularity again in early 2000s, this time representing society’s concern about the mis-use of technology and the subsequent ecological degradation of the Earth. The movie, Avatar, is a great example of this tension. Just this week, I read a review of a new novel Re-made by Alex Scarrow which is about an unidentified virus in Africa that could threaten our survival- sound familiar?
I found that Dystopian literature also often aligns with emerging social tensions. It tends to emerge in response to major social /cultural disasters in which politics and government have had a key role. The youth protagonist/s manage to create societal change and instill hope for a better future. Consequently, dystopian movies and literature peaked after World War II (Animal Farm by George Orwell) and again after 9/11 (Hunger Games by Suzanne Collins). Horror fiction could be linked to a rise in dystopian literature as it represents a fear for the imminent demise of society; The Giver (Lois Lowry) is an example of this. Again, a correlation between societal events and popular cultural texts appears to exist.
From 1950 onwards, Realistic fiction began to emerge, with texts such as The Outsiders (S.E. Hinton) and The Chocolate War (Robert Cormier) becoming popular. Campbell (2008, p.66) believes this genre represents the birth of fiction aimed at young adults as initially, it centred on the problems of adolescence including pregnancy, drug abuse, sexually transmitted disease (AIDS) and divorce (Go Ask Alice by Beatrice Sparks) – all of which mirror many of the social issues and tensions of the second half of the 20th century. Realistic fiction has remained popular, particularly during this millennium as societal events have caused a rise in anxiety surrounding immigration, racism, youth physical and cyber-safety, sickness and death (Fault in our Stars by John Green) and sexual identity or acceptance.
Youth are attracted to popular culture and its texts. As explained above, tensions in popular youth texts do often mirror those of society. However, youth texts have come a long way since the ‘Grimm’ times of moral indoctrination published in the early 1800s. The diversity of themes and genres in contemporary youth literature now provide young people (particularly adolescents) with a ‘self-help toolkit’ for living in their complicated and constantly changing society. In fact, I agree with Brooks (2006, p.13) who argues that popular texts now play an intrinsic role in the social and psychological education of youth. Popular texts create a social and political space for young people to understand and reflect on the meaning of their social situations and experiences (Ruddock, 2013, p.51). The logical conclusion of my inquiry into popular culture, texts and social tensions is that these texts must be utilised in our schools and libraries, to help our young people thrive personally and socially!
References
Brooks, K. (2006). Comfortably numb: Young people, drugs, and the seductions of popular culture. Youth Studies Australia, 25(2), 9-16.
Brooks, K. (2008). An impossible passion: Young people, contemporary popular culture and reading. Access, 6(7), 19-22.
Carrington, V. (2011). The contemporary Gothic: Literacy and childhood in unsettled times. Journal Of Early Childhood Literacy, 12(3), 293-310. Retrieved from http://dx.doi.org/10.1177/1468798411417373
Campbell, P. (2008). Trends in Young Adult Literature. Retrieved from http://webcache.googleusercontent.com/search?q=cache:Szsns5cwtRUJ:highered.mheducation.com/sites/dl/free/0073525936/664244/Sample_chapter.pdf+&cd=1&hl=en&ct=clnk&gl=au
Ruddock, A. (2013). Youth and media. London: SAGE.
References
Brooks, K. (2006). Comfortably numb: Young people, drugs, and the seductions of popular culture. Youth Studies Australia, 25(2), 9-16.
Brooks, K. (2008). An impossible passion: Young people, contemporary popular culture and reading. Access, 6(7), 19-22.
Carrington, V. (2011). The contemporary Gothic: Literacy and childhood in unsettled times. Journal Of Early Childhood Literacy, 12(3), 293-310. Retrieved from http://dx.doi.org/10.1177/1468798411417373
Campbell, P. (2008). Trends in Young Adult Literature. Retrieved from http://webcache.googleusercontent.com/search?q=cache:Szsns5cwtRUJ:highered.mheducation.com/sites/dl/free/0073525936/664244/Sample_chapter.pdf+&cd=1&hl=en&ct=clnk&gl=au
Ruddock, A. (2013). Youth and media. London: SAGE.