How Can Space Indicate Power Dynamics at Work

Instead, Ishiguro introduced the readers to the creation’s point of view. The novel portrayed them as beings with complex humanness rather than mindless monsters, preventing them from being reduced to simple antagonist. The trio - Kathy, Ruth and Tommy - are students at Hailsham, an exclusive boarding school for cloned children whom were born and raised solely for the purpose of organ donations. Never Let Me Go whisks the reader into an alternative world of 1990’s England and into the lives of these children, a world filled with much light yet as much darkness. What hides behind this boarding school was deceit and manipulation. While there was art and literature classes, all education was geared towards conditioning the students to fulfill their predetermined responsibility - the sole task of organ donation. The children have no concrete knowledge outside the walls of Hailsham as they were sheltered from the brutal reality of their fate. However at the same time, sheltered from the alienation and fear of their existence. To the outside world, they were nothing more than a disposable vessel carrying replacement organs. Thus, frightening to those who didn’t hold the same fate. But, also not “human enough” to deserve human rights. This results to the perplexity of the trio as they are torn between the identity they established themselves and the identity the world defines them as. Yet no one attempted to question or escape this parasitism relationship. Or is it simply because one acclimates to their environment? But perhaps no amount of pondering or pursuit of another dream could ever change the inevitable outcome. After all, it is society that ultimately decides their fate: creation of life and loss of life. Even the children maintain this

According to Doreen Massey, Space is “a complex web of relations of domination and subordination, of solidarity and cooperation” (Massey 1993, p.81, cited in Neely and Sumura 2011). This definition allows one to see the incorporation of the ‘power over’, how a person will have the ‘power over’ someone (domination) and therefor that someone will be subordinate. As well as the contrast between

In the book, Between the World and Me by Ta-Nehisi Coates, he focused on the fear young black boys have growing up in America today. Along with discussing how it makes him feel about the Society he lives in. He emphasized the effectiveness of police in America overall and uses reference to slavery. Which reminds me of Goffman premises of symbolic interactions. How individuals in society just adopt to their surroundings. Although just because a person adapts, their inner thoughts and feelings of growing up afraid or even being one to see torture or detainment for no reason but knowing you have no power to change what seems to be a cycle. Also Pierre Bourdieu concepts of, “ social space and Genesis of groups” relates to Coates focus because he argues that, “ individuals can be defined by their position in the space they are involved in”. For example, when Coates the mistreatment done on young black boys by police officers, whom are suppose to be their as a protector of the citizens but continues to misuse their intended purpose within the position.

Institutional structures have the power to configure adolescent growth through repression and liberation. The capability that adolescents have to create their own destiny and choose their own social institution can be limited, but not impossible. In Trites article, “Do I dare disturb the universe?” the author argues that kids have personal power, whether they acknowledge it and use it to their own advantage or not. Michel Foucault declares that “Power is everywhere; not because it embraces everything, but because it comes from everywhere” (Trites). Power is inevitable, there will never be no such thing as power in this world; it will never diminish or fade. Trites also conveyed that, “power not only acts on a subject but, in a transitive

With how the inmates are restricted from the outside world and how the staff workers are not restricted but only temporarily separated from society. Goffman also talk about what the two groups see each other as. The staff would see the inmates as untrustworthy or bitter, having them to think they are superior or have authority. While the inmates thinks they are no good, weak or inferior, just very negative thoughts of themselves and the staff. In a way this concept reminds me as students and teachers. It's weird to think that but I could see this maybe in schools where the teachers knows they are in charge and they have more authority than the students. Then as the students’ shows fear due to expected performance of academic skills, work required to get done. As a student, if you don't do your work, you would be either punished or penalized. Pushing the student back from being successful in the courses given to the student. I'm unsure if that is a good example of relationships between two groups in an institution. However, it does relates to some of the concepts Goffman talk about. But what I got out of reading this book is that Goffman defines total institution as an isolated, enclosed social system whose primary purpose is to control most aspects of its participants or

Ishiguro’s critique of empathetic engagement in relation to a humanising education modulates into questioning the concept of empathy itself. In Never Let Me Go, the aporia presented in the clones’ understanding of their role in the world in comparison to the authorities ultimately frustrates opportunities for empathy. Madame’s witnessing of the young Kathy dancing with a pillow to the Judy Bridgewater song, Never Let Me Go, has been interpreted by Marvin Mirsky as providing a ‘replica’ of a baby, which is both a compensation for her own motherless state and her future infertility (2006, pp. 628-30). Madame’s empathy for Kathy is seen in Kathy’s realisation that Madame is watching the scene “...and the odd thing was she was crying. It might have even been one of her sobs that had come through the

A world of system designed to keep people in unjust and unequal positions is held in place by several interrelated expression of "power over": political power, economic power, physical force, and ideological power (Bishop, 1994: 36). So, we can say power is defined as a possession of control, authority or influence over others. In terms of power of dominant groups over subordinate groups, we define power as domination of one group of people over another in major important spheres of life. Power inequities have been in existence throughout the history of humanity and the ways of manifestation evolved from extreme overt oppression to subtle, covert oppression. Three major forms of power inequalities discussed in this paper are

Through the dismantling of society through the extreme use of space Pre WW2, ghettos and the relocation of Jews created a social stripping of societal acceptance of practical stripping of space. In reflection on how space is used or not used in society creating greater division of people can be seen with the appealing of HUD assistance to thousands of families. In addition to the repeal of HUD the dismantling of services like Obama care is another example of space manipulation to the point of increasing philological stress. I am startled and frankly scared how space and production of propaganda through eh means to alter and cowers people thinking. Such examples of mind manipulation control has also just unfolded today January 28, 2017, when the first 11 Middle Eastern people were placed in prison after coming to JFK

This case portrays a power struggle between the student Jack and Freddy the hamster. Along with that we also see the struggle of power between Jack’s mother and classroom, teacher, PAC, principle, school and community. There the key figures involved in this case at a micro level are Freddy, Jack, Jack’s mother, Carole Simpson, the PAC and principle. At the macro level, the groups that will be influenced heavily due to the consequences of the solution, are the rest of the students within the original classroom, the school in general and as well as the society.

Most dystopian novels that are perceived as a dystopia are usually determined by the author’s point of view; what one reader may consider being a horrible dystopia, another may find entirely suitable. In the dystopian novel Never Let Me Go, Ishiguro exposes us all to a world in which we start to question our own logical understanding. In the movie Frankenstein the monster is in fact perceived as horrible and because of this it helps the reader to have a better understanding of the more vulgar works of art. In the novel Never Let Me Go, by Kazuo Ishiguro and the movie Frankenstein there are many similarities exposed in terms of tragedy.

Never Let Me Go is an incredibly intense novel, filled with many emotional scenes. Ultimately, it includes the perfect examples of a full-blown identity crisis. The children raised at Hailsham are desperate to understand the purpose of their own lives, bodies, and minds. The children attain a sense of identity through their treasured collections, creativity, artwork and delicate social structures.

“The Breakfast Club” characterizes this phenomena by depicting the “jock, the brain, the basketcase, the princess, and the juvenile delinquent”. In the movie each character is representative of the social class to which they belong. The “jock” signifies the sports star that can do no wrong, but the movie character bullies another boy and when caught all he received was detention. Although on the other hand the delinquent who is a dope smoking, foul mouthed punk, received the same punishment for talking back to a teacher. Administrators and teachers are very quick to meet out severe punishment to those students that they have deemed worthless, while good kids get a slap on the wrist. The movie’s jock is placed in Saturday detention, instead of being suspended, so that he may wrestle in an upcoming tournament; a case in which Hollywood makes an accurate depiction. This is the “holding of power” that Wehlage and Rutter spoke about in their study, High School and Beyond. Students who receive better treatment seem to do better in school when subjected to “an orderly environment, a committed and caring faculty, and an emphasis on academic pursuits”(Nieto,100).

Society is a structured hierarchical system of classes. The higher class you hold, the higher power often associated to you. With this construction of society one-group claims dominance over another doing so with “power over” (Bishop, 2015). Power over others can be visible through physical strength, wealth, resources, and access to opportunities, etc. These dominate groups not only spread ideas, but often are in charge of the creation of ideas, their importance, and the norms and roles for society and classes labeling groups different than their own as inferior.

Max Weber is renowned as one of the founding fathers to modern sociology. He defined power as being, ‘the ability of an individual or group to achieve their own goals or aims when others are trying to prevent them from realizing them’ (Weber 1925b/1978:926). His concept of power unfolds continuously as he breaks down power into two categories, coercive and authoritative. Coercive power is where an individual exercises power through the use of force. This is in contrast to authoritative where power is seen as legitimate. Legitimate because those exercising power do so

Most people dream to have a great future, fall in love, get married, have a family, but most importantly have a wonderful life. What if your life had been planned out for you and the sole purpose of your existence was to donate your vital organs? Kazuo Ishiguro’s novel, Never Let Me Go is a tragic love story between two human clones that fall in love before they know what love truly is. The clones are raised until adulthood in Hailsham, a boarding school for clones, to later become organ donors. They are trained to become nurses or “carers” to take care of “donors” as they recover after organs have been removed. The clones are involuntary forced to donate all their vital organs until death or until they “complete.” Kathy H. and Tommy are two clones whose love journey began when they were children within the walls of Hailsham. The two friends became close and confided in each other about everything. In time their friendship became into something more; however, Kathy and Tommy would find themselves in a love triangle. Before they moved to the cottages, where they learned to live among normal humans, Ruth, who was Kathy and Tommy’s friend, dated Tommy, but Tommy and Kathy loved each other. Their love would face many obstacles, but their love always found its way back to each other. In the end, with hope to buy their love some time, they find Madame to obtain a deferral but are faced with the devastating truth and would be forced to face their fate.