Delilah Bannister

On Nov. 7 Sean Meisner’s 5th period freshman class is seen reading the beginning chapters of Fahrenheit 451. Freshman classes at BVH are currently undergoing the developments an understandings of dystopian literature on societies.

Dystopian literature—fiction that imagines flawed or oppressive futures built on the breakdown of moral or political systems—has long served as a reflection of society’s flaws, imagining worlds shaped by total censorship and control. Novels such as 1984 by George Orwell and Fahrenheit 451 by Ray Bradbury warn readers of the dangers surrounding censorship and the overreliance on technology. IB English HL2, AP English Language and Composition and Accelerated 9 teacher Nikki Monfredo shares how dystopian stories remain relevant today. 

“Dystopian stories resonate so well because many of the novels we read are warning the readers about what we are actually living. For example, Fahrenheit 451 warns us against a society that censors the freedom of ideas and an over-dependence on technology. We see ourselves in the characters because [they are] so relatable and the topics are so prevalent,” Monfredo said. 

Monfredo points out how dystopian works correlate fiction to reality, reflecting modern concerns about global issues such as oppression, technology and freedom. These themes tend to resonate with students as reminders that even messages from the 20th century can be applicable in today’s day and age. English 10 Accelerated teacher Sean Warlop shares his thoughts on dystopian fiction and why they are important for students to read in schools. 

“Dystopian novels show us a version of the future that hopefully never happens. Students are engaged because they can see similarities. Even if the story was written in the 1950s, a lot of what happens in the stories still applies today. Dystopian nature gets us to look at the world a little differently and do what we can in the present to make sure something does not happen in the future,” Warlop said. 

In a classroom setting, dystopian fiction is often used to help students understand the connection between idealism and control. English 9 Accelerated and English HL1 and HL 2 teacher Raymond Chhan emphasizes the distinction between utopias and dystopias. While utopias present visions of how humanities might thrive, dystopias reveal how those ideas can devolve into a system of control when individuality is sacrificed. 

“The first thing that I talk to students about is the distinction between dystopias and utopias and how they seem opposite to one another, but there is a really thin line between the two. I also [bring up] specific trends or themes that exist across different dystopian works and talk to students about really popular movie series that are directly based on the actual texts or were influenced by dystopian texts,” Chhan said. 

Teachers such as Chhan explain how dystopian literature challenges students to think deeply about morality, choice and human behaviors. By recognizing the elements of reality within fictional settings, students learn to connect the struggles of characters to the world around them. Monfredo explains that this process helps develop awareness, allowing students to understand the consequences of decisions made by both individuals and societies. 

“They make students more critical thinkers. It is important to be able to recognize reality in a fiction story. Students are often making deep connections about metaphorical events,” Monfredo said. “This makes them empathetic with the characters and then also with people that surround us in our own societies. We recognize the mistakes the characters make in the stories and then try not to make those same mistakes.” 

“A lot of students have their light bulb moments when it comes to dystopian work. Dystopias can trigger this puzzle that students are trying to figure out, and when they can find these components, it just clicks. This year, one of our dystopian works is Fahrenheit 451 and the way that students have interpreted it in the past and now is still pretty similar. For a lot of students, this is one of the first texts that they look at that is dystopian, but I feel they treat it pretty similarly,” Chhan said.  

Chhan noted that dystopian literature challenges readers to piece together symbols and ideas until “everything clicks.” As societies continue to evolve, the warnings found in dystopian fiction remain prevalent. Monfredo notes that as long as people continue reading and reflecting on cautionary stories, society can move forward in a thoughtful direction.  

“The way society is headed, I think we give future dystopian novels a lot of content to write about. With the technology and social media influx, we have a lot to warn future generations about, but as long as we keep reading and learning, society can evolve in a positive way,” Monfredo said. 

BVH students have found that dystopian novels mirror real-world issues that turn fiction into a chance for reflection. Themes that are presented throughout dystopian fiction encourage students to recognize the parallels between fiction and reality. By connecting lessons to current realities, students can understand the importance of how day to day choices shape the future. 

“I ask students when you walk through the door to check your assumptions and keep an open mind. Every novel has a lesson and a moral that it needs to teach us. Dystopian novels resonate with students because they can see things that are happening in the real world,” Warlop said.