I read somewhere that ‘movies are like the modern version of the campfire’ and I think what that means is they have become a way of telling stories about ourselves. Books do this of course but the visual aural spectacle of watching something on the big screen (and in 3D if you don’t get motion sick like me) is probably how a lot of people come across powerful themes like dystopia.
If you’re not familiar with the term, dystopia is the opposite of utopia or living in a ‘perfect world’. Typical features of dystopia are totalitarian governments with severe or extreme forms of control that are often dehumanising or degrading in some way, and sometimes include a version of environmental disaster (natural or unnatural). Dystopian themed literature exploded in the 1930’s and 40’s perhaps in response to world events at the time with some real classics emerging such as Brave New World (1932) by Aldous Huxley and my all time favourite 1984 by George Orwell (written in 1949..clearly didn’t predict the true horror of 80’s fashion).
With The Hunger Games, Delirium and Divergent arriving to push dystopic themes into the ‘hearts’ (fluttering?) and minds of young people, it is probably important to look beyond the visuals of these productions to some of the important messages they potentially have.
I saw Divergent recently and putting aside the romantic under/overtones the messages around how societies might re-organise themselves after an apocalypse of some kind follows a familiar pattern. The first is the idea of social structures changing especially government and law. In Divergent society is organised into faction based on roles performed by people. Once you reach a certain age you are tested to see what faction your personal qualities best suit. You then get the choice to go with that or stay with your faction of birth. The risk is if you choose another faction you say goodbye to your family. The second idea is of revolution and where that comes from is resistance. In Divergent, if you are someone who’s skills, qualities and abilities fit multiple factions you get an ‘inconclusive’ result meaning you are divergent and this is a threat to the governing social structure. Divergents hide and do what they can to stay hidden as they are hunted down.
I liked the idea of some following their hearts rather than the test result, breaking free of family tradition. The idea of ‘fitting in’ versus belonging runs strongly through Divergent. It reminded me of schools in many ways and how quickly they test you to see where you fit. The factions in this case could be generalised stereotypes of ‘sporty’ ‘sciency, mathsy (geeky)’ ‘languagy’ ‘arty’ you get the idea. Gradually the lines between the factions appear to strengthen as the expectation to choose your future pathway draws nearer. Psychological tests are beginning to appear in schools as a tool to help young people ‘choose’ where they fit. Teachers and parents sit eagerly awaiting your decision, they know you, your potential but here you are secretly ‘divergent’ screaming on the inside ‘yes I’m good at sport but I love literature and chemistry, why do I have to choose?’ It isn’t an extreme leap to notice as well that families have certain hopes and expectations for where their children should belong. Walking away from that to follow what deep down you know is important to you can feel like being exiled or disowned.
We not only label people by looks we have drawn imaginary lines around knowledge and skills and forced young people to ‘fit’ and for me this resembles a socially acceptable form of dystopia. I like divergent ways of being and want to reassure any others hiding out there that you are not alone and your place is everywhere and anywhere.
Really the only difference between the topias is ‘dys-u’ how strange language is at times.
I love Lego and am an unashamed adult who still plays with it. The movie is ‘awesome’ and I especially enjoyed the underlying messages I picked up about life and what things we pay attention to when it comes to deciding how we build structures and meaning into it. I’d like to share some of the learning and meaning I took from watching The Lego Movie and hope it makes sense to those who haven’t seen it.
Watching the world of Bricksburg through the eyes of Emmet, it wasn’t hard to recognise the idea that we all follow rules and instructions whether we are aware of them or not. Some of these seem necessary for the sake of preventing chaos but others perhaps encourage limited explorations of creativity and even shut down free thought.
We might not have instruction manuals lying around for everything from breathing to how to make friends, but I’d suggest there could be some strong ideas out there about how you should proceed in life to make it work well. Emmet was happy following the instructions and that is also true — people like structure, routine, certainty — to know how it will look at the end is comforting. I suppose I also notice a down side to this when something doesn’t quite fit or a bit of life falls off — there is worry and anxiety that it doesn’t ‘look right’. Read More…
Most New Zealand secondary schools have a uniform of some kind or other. They have evolved over time (thank goodness) but they essentially do the same thing – identify students with a school and are way to ensure discipline. Some might say they help foster pride and help ‘erase’ inequality. Another idea is that wearing a uniform helps prepare people for work where you might have to wear the same thing every day. Uniform doesn’t stop there though, hair length and colour can be ‘uniformed’ as with jewellery and make up. A lot of schools will have a boys and girls uniform or if you are at a single sex school, more than likely you have one uniform option.
So where did the idea for school uniform come from? I’ve done a bit of superficial research on the history of school uniforms. Essentially they came about to bring ‘order’ to perceived chaos in English schools but quickly became a way of showing educational status through what school you went to. The Blazer evolved to give status to Public Grammar schools as they emulated private schools. Read More…
Hair. It has to be one of the most defining features of human beings. We are virtually hairless as a species. But the hair on our heads definitely seems to be one of the most significant ways we identify each other. Schools seem to have incorporated hair into the realm of uniform. I’m not sure about all schools, but most that have a school uniform probably have some rules about hair styles and colours. Two examples have come to the media in New Zealand over the last week both involving young men.
Hair length definitely seems to be a bit of a gender definer. I don’t think it’s too controversial to say that boys generally have short hair and girls have long hair or at least that is the most common expression of difference related to hair, especially before facial hair appears thanks to testosterone. But that is pretty limiting right? Hair is a wonderful medium to express your individuality, cultural or religious identity or your affinity to music.
Being ‘clean cut with a neat, short, hair’ probably fits best with a military style of discipline. Discipline is something schools take seriously. However I am wondering, if in the year 2014 we could shift our understanding of what it means to show respect and reflect school pride beyond requiring students look the same. It does seem to contradict the idea of valuing diversity a little bit. Read More…