| dc.description.abstract | This thesis uses literature to examine Ready Player One (2011) and Ready Player Two (2020) by Ernest Cline in connection to the educational value of democracy and participation, in connection to the interdisciplinary topic of democracy and citizenship from subject English, and in connection to the core element working with texts in English. Important factors are the didactic benefits of using young adult dystopian novels, as well as how intercultural competence has a part in the cultural aspects these novels portray. The thesis looks into how critical thinking and classroom discussions may be valuable. The thesis has basis in literary theory, LK20s topics as mentioned above and didactic theory. The method is a fiction analysis with aspects from close-reading and the traditional narrative review. My thesis look at aspects from Ready Player One and Ready Player Two that are connected to the genre of young adult dystopian literature and that may be used in connection with democracy and citizenship as well as working with texts in English. It refer to several examples, ask questions and see the need for further empirical research on the topics. However, there is evidence that connecting the young adult dystopian genre with could aid pupils in the aim to reach competence aims in subject English for lower secondary school. | |