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Teaching Speculative Fiction in College: a Pedagogy for Making English Studies Relevant

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Teaching Speculative Fiction in College: a Pedagogy for Making English Studies Relevant Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English Summer 8-7-2012 Teaching Speculative Fiction in College: A Pedagogy for Making English Studies Relevant James H. Shimkus Follow this and additional works at: https://scholarworks.gsu.edu/english_diss Recommended Citation Shimkus, James H., "Teaching Speculative Fiction in College: A Pedagogy for Making English Studies Relevant." Dissertation, Georgia State University, 2012. https://scholarworks.gsu.edu/english_diss/95 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. TEACHING SPECULATIVE FICTION IN COLLEGE: A PEDAGOGY FOR MAKING ENGLISH STUDIES RELEVANT by JAMES HAMMOND SHIMKUS Under the Direction of Dr. Elizabeth Burmester ABSTRACT Speculative fiction (science fiction, fantasy, and horror) has steadily gained popularity both in culture and as a subject for study in college. While many helpful resources on teaching a particular genre or teaching particular texts within a genre exist, college teachers who have not previously taught science fiction, fantasy, or horror will benefit from a broader pedagogical overview of speculative fiction, and that is what this resource provides. Teachers who have previously taught speculative fiction may also benefit from the selection of alternative texts presented here. This resource includes an argument for the consideration of more speculative fiction in college English classes, whether in composition, literature, or creative writing, as well as overviews of the main theoretical discussions and definitions of each genre. In addition, this work includes a short history of speculative fiction, bibliographies of suggested sample themes for each genre, sample course syllabi and assignment/activity suggestions, and strategies for obtaining and using hard-to-find texts for prospective teachers. INDEX WORDS: Pedagogy, Literature, Rhetoric, Popular culture, Speculative fiction, History of literature TEACHING SPECULATIVE FICTION IN COLLEGE: A PEDAGOGY FOR MAKING ENGLISH STUDIES RELEVANT by JAMES HAMMOND SHIMKUS A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the College of Arts and Sciences Georgia State University 2012 Copyright by James Hammond Shimkus 2012 TEACHING SPECULATIVE FICTION IN COLLEGE: A PEDAGOGY FOR MAKING ENGLISH STUDIES RELEVANT by JAMES HAMMOND SHIMKUS Committee Chair: Dr. Elizabeth Burmester Committee: Dr. Mary Hocks Dr. Scott Lightsey Electronic Version Approved: Office of Graduate Studies College of Arts and Sciences Georgia State University August 2012 iv DEDICATION For my Dad v ACKNOWLEDGEMENTS Thanks to Michael Bunch, Leverett Butts, Julie Hawk, Caitlίn R. Kiernan, Juliette Kitchens, Steve Novak, Chris Nugent, and Byron White for all the conversations and arguments that led to this. Thanks to Mom, Liz, Quinn, and Sparkles for their love. Thanks to my mental and physical health support team: Marsharee Chastain, Katie Covington, Dr. Long Le, and Dr. Lambda Msezane. Thanks to Dr. Burmester for inspiration and heroism in the face of adversity, and thanks to Dr. Lightsey and Dr. Hocks for all of their support. Special thanks to Marlo. vi TABLE OF CONTENTS ACKNOWLEDGEMENTS ......................................................................................................v CHAPTER 1 INTRODUCTION: SOME WEIRD TALES ....................................................1 1.1 A Word About Terminology .........................................................................................6 1.2 A Word About Methods and Methodology.................................................................7 1.3 A Word About What This Resource Is, Is Not, and How to Use It .......................... 17 1.4 A Word About Finding and Using Texts for the Classroom .................................... 21 CHAPTER 2: WHY TEACH SPECULATIVE FICTION? .................................................. 23 2.1 Defining Key Terms .................................................................................................. 23 2.2 Defining Key Lines of Argument .............................................................................. 27 2.2.1 Classical Rhetoric and Speculative Fiction ........................................................... 28 2.2.2 The Appeals of Genre Fiction ................................................................................. 29 2.2.3 Identifying the Lines of Attack and Defense: What is Literature? .......................... 32 2.3 Engaging Students as Reviewers and Critics of Bestselling and Classic Texts ....... 41 CHAPTER 3: A SHORT HISTORY OF SPECULATIVE FICTION: BACKGROUNDS, ORIGINS, AND CONTEXT FOR STUDENTS AND TEACHERS ..................................... 47 3.1 Where did it Begin? An Ontology for Genre Fiction ............................................... 48 3.2 The Gothic: Morality and Monstrosity .................................................................... 52 3.3 The Birth of Science Fiction ...................................................................................... 55 3.3.1 Species Competing for Survival: Frankenstein .......................................................... 55 vii 3.4 19th Century, Part Two: Dracula, Technology, and the Transition from Gothic to Horror .................................................................................................................................. 58 3.5 Fantasy and Fairytales .............................................................................................. 59 3.6 Early 20th Century: Pulp Periodicals Launch Weird Stories .................................. 59 3.7 Mid 20th Century: Monster Movies, the Cold War, and the Golden Age of Sci-Fi . 60 3.7.1 New Wave Science Fiction ..................................................................................... 63 3.7.2 Satanic Horror and Beach Reading ........................................................................ 63 3.7.3 Cyberpunk and Splatterpunk .................................................................................. 64 3.7.4 Goths and Vampires ............................................................................................... 65 3.8 Changes in Publishing and Marketing: Readers and Authors Combined .............. 66 3.9 The New Millennium, in Fiction and on Film: Franchises, Docu-Horror, and Zombies Everywhere ........................................................................................................... 67 CHAPTER 4: TEACHING HORROR .................................................................................. 68 4.1 Defining and Theorizing Horror as a SubGenre ...................................................... 68 4.1.1 Freud and the Uncanny .......................................................................................... 71 4.1.2 Noel Carroll and Psychoanalytic Criticism ............................................................ 72 4.1.3 Implications: Questioning the Theory .................................................................... 76 4.2 Pedagogy for Teaching Horror ................................................................................. 80 4.3 Glossary: Key Terms for Teachers ........................................................................... 82 4.4 Horror Genealogies: Themes and Annotated Bibliographies for Teachers............. 87 viii 4.4.1 Theme I: Curse of the Demon ................................................................................. 88 4.4.2 Theme II: Lovecraftiana ......................................................................................... 92 CHAPTER 5: TEACHING SCIENCE FICTION ................................................................. 99 5.1 Defining and Theorizing Science Fiction as a SubGenre ......................................... 99 5.1.1 Divisive Definitions ................................................................................................ 99 5.1.2 Discontinuity ..................................................................................................... 103 5.1.3 Cognitive Estrangement ....................................................................................... 105 5.1.4 Structural Fabulation ........................................................................................... 108 5.2 Pedagogy for Teaching Science Fiction .................................................................. 109 5.3 Glossary: Key Terms for Teachers ......................................................................... 110 5.4 Genealogies for Science Fiction: Themes and Annotated Bibliographies for Teachers ............................................................................................................................. 116 5.4.1 Theme I: Dystopia ................................................................................................ 117 5.4.2 Theme II: Singularity ........................................................................................... 122 CHAPTER 6: TEACHING FANTASY ................................................................................ 126 6.1 Defining and Theorizing Fantasy as a Subgenre.................................................... 126 6.1.1 Tolkien ...............................................................................................................
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