During the past couple of weeks, I’ve been working on developing various literature courses, including a course on the metafictional turn in contemporary young adult literature. As of now, I have entitled the course Book-Ception: The Metafictional Turn in Young Adult Literature. For those of you who are confused about the title, -Ception is a suffix (slang) popularized by the 2010 film Inception, and it is usually attached to a noun in order to indicate that this noun is multifaceted, multi-layered, or contains parallel objects embedded within it (i.e. a dream within a dream, a text within a text, a play within a play, and so on, and so on).
I’ve noticed how many young adult novels published during the last fifteen years have demonstrated an increased interest in exploring matters of form, readership, authorship, and literariness. Some YA novels published during the last five years in particular have rivaled some novels published during the peak of postmodernity in terms of their exploration of the nature and purpose of narrative, the relationship between fiction and reality, and the intimate connection between text and audience.
I thought it would be interesting to develop a course in which students explore how metafictional elements and metanarratives affect how we interpret, analyze, and understand the imagined lives of teenagers in contemporary fiction. This course, ideally, will attract students interested in young adult literature, students interested in the literary remnants of the postmodern movement in contemporary fiction, and students interested in exploring the role of narratology in the creation, distribution, and consumption of literature.
The description for this course is as follows:
What do young adult novels have to say about the status of literature and narrative in contemporary society? Can a book be self-aware of its existence as a literary object? Can young adult novels challenge or thwart the relationship between a reader and a text? Recently, novels written for adolescents have been interested in addressing these questions—thus leading to a boom in young adult metafiction: books that explore the nature and function of literature, that question the parallels between reality and fiction, and that overtly scrutinize the relationship between audience and text. In this course, we will investigate how contemporary young adult novels use metafictional techniques in order to deliberate the importance and value of literature, narrative, and language in the imagined lives of teenagers. Furthermore, we will assess the role of metanarrative and form in disrupting the divide between “low” and “high” literature. We will read novels written by authors such as Lemony Snicket, John Green, and Andrew Smith.
I wanted to select texts from different genres, including realism, fantasy, and speculative/science fiction. The novels that I selected for this course also make use of different metafictional and metanarrative techniques. Cornelia Funke’s Inkheart, for instance, explores the possibility of bringing words to life through literary consumption, and the overall role of books in the development of one’s imagination. Others such as Andrew Smith’s Winger and Patrick Ness’ More Than This explore the role of narrative and storytelling in helping one cope with traumatic and unprecedented events. Novels such as John Green’s The Fault in Our Stars explore notions such as the ‘death of the author,’ narrative endings, and the imagined lives of literary characters.
Here is the current version of the syllabus that I’ve developed:
What do you think of this course? Do you have any comments or suggestions regarding the course’s content or design? Are there any other texts that you would recommend for this course? Any and all feedback will be great appreciated!