To most, the collapse of modern civilization is the stuff of fiction. Yet, science confirms that misuse of technology and environmental abuse places our world in grave danger of ruin. The World Scientists' Warning to Humanity places our civilization on a collision course. Defying Dystopia analyses how we have come to this, and what options remain for far-seeing people to take control of their own destiny and survive the future. Ed Ayres, who has worked with some iconic environmental scientists of the past half-century, argues that technology was originally used to augment the natural strengths of humans, but has been increasingly used in ways that weaken us—shifting from useful work to the industries of distraction, entertainment, convenience, pain-relief, and sedation. Ayres advises on how at least some of us can avoid that collision. The most critical task, for those of us who want humanity to survive and thrive, is to disengage from our tech thraldom, and shift to a conscious management of our evolution in which we use technology to enhance our skills and strengths rather than erode or supplant them. Ayres provides insightful, actionable suggestions we can use to increase our odds of survival. He asks far-seeing individuals to take on a mission that the dominant governments and institutions demonstrably cannot: the epic task of shepherding a low-profile, resilient transition to a new kind of human future.

Dystopia: A Natural History is the first monograph devoted to the concept of dystopia. Taking the term to encompass both a literary tradition of satirical works, mostly on totalitarianism, as well as real despotisms and societies in a state of disastrous collapse, this volume redefines the central concepts and the chronology of the genre and offers a paradigm-shifting understanding of the subject. Part One assesses the theory and prehistory of 'dystopia'. By contrast to utopia, conceived as promoting an ideal of friendship defined as 'enhanced sociability', dystopia is defined by estrangement, fear, and the proliferation of 'enemy' categories. A 'natural history' of dystopia thus concentrates upon the centrality of the passion or emotion of fear and hatred in modern despotisms. The work of Le Bon, Freud, and others is used to show how dystopian groups use such emotions. Utopia and dystopia are portrayed not as opposites, but as extremes on a spectrum of sociability, defined by a heightened form of group identity. The prehistory of the process whereby 'enemies' are demonised is explored from early conceptions of monstrosity through Christian conceptions of the devil and witchcraft, and the persecution of heresy. Part Two surveys the major dystopian moments in twentieth century despotisms, focussing in particular upon Nazi Germany, Stalinism, the Chinese Cultural Revolution, and Cambodia under Pol Pot. The concentration here is upon the political religion hypothesis as a key explanation for the chief excesses of communism in particular. Part Three examines literary dystopias. It commences well before the usual starting-point in the secondary literature, in anti-Jacobin writings of the 1790s. Two chapters address the main twentieth-century texts usually studied as representative of the genre, Aldous Huxley's Brave New World and George Orwell's Nineteen Eighty-Four. The remainder of the section examines the evolution of the genre in the second half of the twentieth century down to the present.

San Francisco is the endgame of gentrification, where racialized displacement means that the Black population of the city hovers at just over 3 percent. The Robeson Justice Academy opened to serve the few remaining low-income neighborhoods of the city, with the mission of offering liberatory, social justice--themed education to youth of color. While it features a progressive curriculum including Frantz Fanon and Audre Lorde, the majority Latinx school also has the district's highest suspension rates for Black students. In Progressive Dystopia Savannah Shange explores the potential for reconciling the school's marginalization of Black students with its sincere pursuit of multiracial uplift and solidarity. Drawing on ethnographic fieldwork and six years of experience teaching at the school, Shange outlines how the school fails its students and the community because it operates within a space predicated on antiblackness. Seeing San Francisco as a social laboratory for how Black communities survive the end of their worlds, Shange argues for abolition over revolution or progressive reform as the needed path toward Black freedom.

WHAT IS THE STORY GRID? The Story Grid is a tool developed by editor Shawn Coyne to analyze stories and provide helpful editorial comments. It's like a CT Scan that takes a photo of the global story and tells the editor or writer what is working, what is not, and what must be done to make what works better and fix what's not. The Story Grid breaks down the component parts of stories to identify the problems. And finding the problems in a story is almost as difficult as the writing of the story itself (maybe even more difficult). The Story Grid is a tool with many applications: 1. It will tell a writer if a Story ?works? or ?doesn't work. 2. It pinpoints story problems but does not emotionally abuse the writer, revealing exactly where a Story (not the person creating the Story'the Story) has failed. 3. It will tell the writer the specific work necessary to fix that Story's problems. 4. It is a tool to re-envision and resuscitate a seemingly irredeemable pile of paper stuck in an attic drawer. 5. It is a tool that can inspire an original creation.

Dystopia and Education: Insights into Theory, Praxis, and Policy in an age of Utopia Gone Wrong provides an as-of-yet unexplored critical perspective for examining contemporary educational theory, praxis, and policy with particular reference to the current state of dehumanizing and often oppressive policy and practices that have come to demarcate the era of NCLB and RTT. The authors in this collection employ dystopian themes found in literature, film, visual art, and video games as the lens for that critical inquiry. As such Dystopia and Education: Insights into Theory, Praxis, and Policy is an essential contribution to the philosophical/critical tradition in educational scholarship. It is especially valuable because the inquiry undertaken is from a new perspective—one that will extend the critical tradition into a yet unexplored arena. Given the educational climate established by NCLB and RTT, this collection is especially important to the ongoing critical analysis of such policy mandates. There is also a significantly important timeliness to this book given NCLB’s utopian expectation of universal academic proficiency among American schoolchildren by the year 2014: as educators race to achieve such a noble yet naïve goal, this collection of essays examines the educational environment that has been enacted to achieve such ends, and describes our current state as a utopia-gone wrong.

The Rhetoric of Dystopia develops an idea of “emergent metalepsis” that describes the uncanny moments where fictive texts anticipate material events, blurring the boundary between the storyworld and the world of reception. Christopher Carter treats dystopia as rhetoric that shapes collective identities while speeding across platforms and geopolitical borders, at once critiquing and exemplifying the circulation of power relations through varied modes. This rhetoric features rampant viruses, authoritarian governments, corporate behemoths, corrupt educational and scientific institutions, and brutal policing, sometimes amplifying existing trends and sometimes merely documenting them. From Bong Joon-ho to Reed Morano, Octavia Butler to Richard McGuire, artists proffer arguments whose gravity we often fail to register, thus calling into question the uses of media literacy in an age of looming cataclysm. Carter situates this rhetoric within scholarship on literacy, built environments, border policies, global food production, and the Anthropocene.

Serial storytelling has the advantage of unlocking rather than simplifying the complexities of digital culture. With their worldbuilding potential, TV series open up new artistic horizons, particularly for the dystopian genre. Situated at the nexus of dystopia, complex TV, and a metamodern cultural logic, Dystopia on Demand: Technology, Digital Culture, and the Metamodern Quest in Complex Serial Dystopias offers readers novel insights into the dynamics of serial dystopias in the contemporary streaming landscape. Introducing the term 'complex serial dystopias' to describe series that allow audiences to engage with the dystopian premise from multiple angles, the book examines four Anglo-American series, including Black Mirror, Mr. Robot, Westworld, and Kiss Me First. The in-depth analyses trace the variety of ways in which these series offer critical reflections on the human-technology entanglement in digital culture.

Dystopia in Arabic Speculative Fiction: A Poetics of Distress unpacks the nuanced Arabic contribution to speculative fiction. Part of a larger project by Elmeligi to formulate a poetics of literary theory to read Arabic literature, this book examines Arabic dystopian fiction from the lens of social causes of psychological distress. The selected novels combine works by authors already established in studies by Western scholars and many that have not been translated before or have not received enough scholarly attention, yet. The novels represent an array of Arab countries, including Algerian, Egyptian, Jordanian, Kuwaiti, Mauritanian, Syrian, and Tunisian authors. It also highlights the contribution of women authors to Arabic speculative fiction. This book enriches the conversation about what is quite possibly a significant speculative fiction turn in the Arabic novel, as well as provides a new theoretical approach to read such complex and innovative literature.

This is the first extended study to specifically focus on character in dystopia. Through the lens of the "last man" figure, Character and Dystopia: The Last Men examines character development in Yevgeny Zamyatin’s We, Anthony Burgess’s A Clockwork Orange, Kazuo Ishiguro’s Never Let Me Go, Fyodor Dostoevsky’s Notes from Underground, George Orwell’s Nineteen Eighty-Four, Nathanael West’s A Cool Million, David Mamet’s Glengarry Glen Ross, Octavia Butler’s Parable of the Sower, Lois Lowry’s The Giver, Michel Houellebecq’s Submission, Chan Koonchung’s The Fat Years, and Maggie Shen King’s An Excess Male, showing how in the 20th and 21st centuries dystopian nostalgia shades into reactionary humanism, a last stand mounted in defense of forms of subjectivity no longer supported by modernity. Unlike most work on dystopia that emphasizes dystopia’s politics, this book’s approach grows out of questions of poetics: What are the formal structures by which dystopian character is constructed? How do dystopian characters operate differently than other characters, within texts and upon the reader? What is the relation between this character and other forms of literary character, such as are found in romantic and modernist texts? By reading character as crucial to the dystopian project, the book makes a case for dystopia as a sensitive register of modern anxieties about subjectivity and its portrayal in literary works.

This collection of essays offers global perspectives on feminist utopia and dystopia in speculative literature, film, and art, working from a range of intersectional approaches to examine key works and genres in both their specific cultural context and a wider, global, epistemological, critical background. The international, diverse contributions, including a Foreword by Gregory Claeys, draw upon posthumanism, speculative realism, speculative feminism, object-oriented ontology, new materialisms, and post-Anthropocene studies to propose alternative perspectives on gender, environment, as well as alternate futures and pasts rendered in fiction. Instead of binary divisions into utopia vs dystopia, the collection explores genres transcending this dichotomy, scrutinising the oeuvre of both established and emerging writers, directors, and critics. This is a rich and unique collection suitable for scholars and students studying feminist literature, media cultural studies, and women’s and gender studies.