Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/7264
標題: 石黑一雄《別讓我走》中教育與空間之探究
Education and Space in Kazuo Ishiguro''s Never Let Me Go
作者: 蘇玫蓉
Su, Mei-rong
關鍵字: Kazuo Ishiguro;石黑一雄;Never Let Me Go;education;space;別讓我走;教育;空間
出版社: 外國語文學系所
引用: Allen, Brooke. “On Fiction: The Damned and the Beautiful.” New Leader 88.2(2005):25-6. Altbach, Philip G. “Education and Neocolonialism.” The Post-Colonial Studies Reader. Eds. Bill Ashcroft, Gareth Griffiths, and Helen Tiffin. 2nd ed. London: Routledge, 2006. Antrim, Taylor. “Never Let Me Go.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Forbes 175(2005). 3 January 2011. <http://www.forbes.com/forbes-life-magazine/2005/0407/108.html> Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin. “Education.” The Post-Colonial Studies Reader. Eds. Bill Ashcroft, Gareth Griffiths, and Helen Tiffin. 2nd ed. London: Routledge, 2006. ---. Key Concepts in Post-Colonial Studies. London: Routledge, 1998. Atwood, Margaret. “Brave New World.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Slate 1 Apr. 2005. 18 July 2009 <http://www.slate.com/id/2116040/> Balibar, Etienne, and Immanuel Wallerstein. “Racism and Nationalism.” Race, Nation, Class: Ambiguous Identities. Trans. Chris Turner. London: Verso,1991. Bhabha, Homi K.. &quot;Of Mimicry and Man: The Ambivalence of Colonial Discourse.&quot; The Location of Culture. New York: Routledge, 1994. Bazzett, Mike. “Never Let Me Go.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Independent School Readers 67.2 (2008). National Association Independent Schools. 12 February 2011. <http://www.nais.org/ismagazinearticlePrint.cfm?print= Y&ItemNumber=150498#book4> Bremner, Eluned Summers. “ ‘Poor Creatures': Ishiguro''s and Coetzee''s Imaginary Animals.” Mosaic 39.4 (2006): 145-60. Burkhardt, Joanna M. “Never Let Me Go.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Library Journal 131.6 (2006): 128. Burley, Justine. “A Braver, Newer World.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Nature 435 (2005): 427. Cresswell, Tim. In Place/Out of Place: Geography, Ideology, and Transgression. Minneapolis: U of Minnesota P, 1996. 3-27; 147-76. Dalfonzo, Gina R.. “Lucky Pawns.” Rev. of Never Let Me Go, by Kazuo Ishiguro. National Review 57 (2005): 53-4. de Certeau, Michel. The Practice of Everyday Life. Trans. Steven Rendall. Berkeley: U of California P, 1984. 91-3. Deb, Siddhartha. “Lost Corner.” Rev. of Never Let Me Go, by Kazuo Ishiguro. New Statesman 134 (2005). New Statesman Ltd. 28 December 2010. <http://www.newstatesman.com/200503070047> “Dolly Sheep.” Wikipedia: The Free Encyclopedia. 2010. Wikimedia, Inc. 24 October 2010. <http://en.wikipedia.org/wiki/Dolly_(sheep)> Eliot, George. Daniel Deronda. Oxford: Oxford UP, 1988. Foucault, Michel. Discipline & Punish: The Birth of the Prison. Trans. Alan Sheridan. New York: Vintage, 1979. 3-308. ---. “Questions on Geography.” Power/Knowledge: Selected Interviews and Other Writings 1972-1977. Ed. Colin Gordon. Trans. Colin Gordon, Leo Marshall, John Mepham, and Kate Soper. New York: Pantheon, 1980. 37-77. ---. “Space, Knowledge, and Power.” Foucault Reader. Ed. Paul Rabinow. New York: Pantheon, 1984. 239-56. ---. “The Eye of Power.” Power/Knowledge: Selected Interviews and Other Writings 1972-1977. Ed. Colin Gordon. Trans. Colin Gordon, Leo Marshall, John Mepham, and Kate Soper. New York: Pantheon, 1980. 146-65. Giles, Jeff. “Like Lambs to Slaughter.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Newsweek 4 April 2005. 19 February 2011. <http://www.newsweek.com/2005/04/03/like-lambs-to-slaughter.html > Godwin, Mike. “Remains of DNA.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Reason 37 (2005): 1-3. Gramsci, Antonio. Selections from the Prison Notebooks of Antonio Gramsci. Trans. Quintin Hoare and Geoffrey Nowell Smith. New York: International Publishers,1971. Greenblatt, Stephen. “Invisible Bullets.” Shakespearean Negotiations: The Circulation of Social Energy in Renaissance England. Oxford: Clarendon P, 1988. Grossman, Lev. “Living on Borrowed Time.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Time Magazine 3 April 2005. 20 December 2010. <http://www.time.com/time/magazine/article/0,9171,1044735,00.html > Hirst, Paul. “Foucault and Architecture.” AA Files: Annals of the Architectural Association School of Architecture. 26 (1992): 52-60. Ishiguro, Kazuo. A Pale View of Hills. Kent: Faber and Faber, 1982. ---. An Artist of the Floating World. New York: Vintage, 1989. ---. Never Let Me Go. New York: Vintage, 2005. ---. The Remains of the Day. London: Faber and Faber, 2005. ---. The Unconsoled. London: Faber and Faber, 2005. ---. When We Were Orphans. London: Faber and Faber, 2000. Kemp, Peter. “Never Let Me Go.” Rev. of Never Let Me Go, by Kazuo Ishiguro. The Sunday Times 20 February 2005. Times Newspapers Ltd. 10 January 2011. <http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/books/article514753.ece > Kerr, Sarah. “When They Were Orphans.” Rev. of Never Let Me Go, by Kazuo Ishiguro. New York Times Book Review 17 April 2005. New York Times. 29 December 2010. <http://www.nytimes.com/2005/04/17/books/review/17KERRL.html > Kipling, Rudyard. “The White Man''s Burden.” McClure''s Magazine 12 (1899). “Landscaping.” Wikipedia: The Free Encyclopedia. 2008. Wikimedia, Inc. 30 April 2008. <http://en.wikipedia.org/wiki/Landscaping> Lefevre, Andr&eacute;. “The Historiography of African Literature Written in English.” The Post-Colonial Studies Reader. Eds. Bill Ashcroft, Gareth Griffiths, and Helen Tiffin. 2nd ed. London: Routledge, 2006. Markus, Thomas A. Buildings and Power: Freedom and Control in the Origin of Modern Building Types. London: Routledge, 1993. xix-247. Menand, Louis. “Something about Kathy: Ishiguro's Quasi-Science-Fiction Novel.” Rev. of Never Let Me Go, by Kazuo Ishiguro. The New Yorker 81.6 (2005). Cond&eacute; Nast Publications. 2 December 2010. <http://www.newyorker.com/archive/2005/03/28/050328crbo_books1> Messud, Claire. “Love's Body.” Rev. of Never Let Me Go, by Kazuo Ishiguro. The Nation 280 (2005): 28-31. Mitchell, W. J. T., ed. Landscape and Power. Chicago: U of Chicago P, 1994. 1-34. Mukherjee, Arun P. “Ideology in the Classroom: A Case Study in the Teaching of English Literature in Canadian Universities.” The Post-Colonial Studies Reader. Eds. Bill Ashcroft, Gareth Griffiths, and Helen Tiffin. 2nd ed. London: Routledge, 2006. My Fair Lady. Dir. George Cukor. Perf. Audrey Hepburn, Rex Harrison, and Stanley Holloway. Warner Bros., 1964. Film Nunokawa, Jeff. “Afterword: Now They are Orphans.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Novel: A Forum on Fiction. 40(2007): 303-4. O'Neill, Joseph. “Never Let Me Go.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Atlantic Monthly 295.4 (2005). Powell's Books. 3 January 2011. <http://www.powells.com/review/2005_04_05.html> “Organ Failure.” Rev. of Never Let Me Go, by Kazuo Ishiguro. The Economist. 374(2005): 87-8. Pang, Calvin G.C. “Introductory Remarks to Professionalism and Personal Satisfaction.” Clinical Law Review. 11(2005): 405-11. Peet, Richard. Modern Geographical Thought. Oxford: Blackwell, 1998. 195-246. “Place.” Dictionary.com. 2008. Lexico Publishing Group, LLC. 29 April 2008. <http://dictionary.reference.com/browse/place> Puchner, Martin. “When We Were Clones.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Raritan 27 (2008): 34-49. Rajchman, John. “Foucault's Art of Seeing.” Michel Foucault (1): Critical Assessments. Ed. Barry Smart. London: Routledge, 1994. 224-50. Robbins, Bruce. “Cruelty Is Bad: Banality and Proximity in Never Let Me Go.” Novel: A Forum on Fiction 40.3 (2007): 289-302. Said, Edward. Orientalism. London: Penguin, 2003. Sayers, Valerie. “Spare Parts.” Rev. of Never Let Me Go, by Kazuo Ishiguro. Commonweal 132.13 (2005): 27-8. Smith, Liz. “Never Let Me Go.” Rev. of Never Let Me Go, by Kazuo Ishiguro. People 63(2005). Time Inc. 3 January 2011. <http://www.people.com/people/archive/article/0,,20147374,00.html > Soja, Edward W. Postmodern Geographies: The Reassertion of Space in Critical Social Theory. 2nd ed. London: Verso, 1990. 6-24; 63; 118-22. Star War: Episode II—Attack of the Clones. Dir. George Lucas. Perf. Ewan McGregor, Natalie Portman, and Hayden Christensen. 20th Century Fox, 2002. Film The Great Escape. Dir. John Sturges. Perf. Steve McQueen, James Garner, and Richard Attenborough. United Artists, 1963. Film Tolstoy, Leo. War and Peace. Trans. Louise Maude and Aylmer Maude. Oxford: Oxford UP, 1983. Viswanatihan, Gauri. “English Literary Study in British India.” The Post-Colonial Studies Reader. Eds. Bill Ashcroft, Gareth Griffiths, and Helen Tiffin. 2nd ed. London: Routledge, 2006. 376-80. Vorhaus, Daniel. “Review of Kazuo Ishiguro, Never Let Me Go.” Rev. of Never Let Me Go, by Kazuo Ishiguro. American Journal of Bioethics 7 (2007): 99-100. Wolfe, Cary. “Old Orders for New.” The Post-Colonial Studies Reader. Ed. Bill Ashcroft, Gareth Griffiths, and Helen Tiffin. 2nd ed. London: Routledge, 2006. 511-5. Wong, Cynthia F. Kazuo Ishiguro. Tavistock: Northcote House, 2000. Wood, James. “The Human Difference.” New Republic. 232.18(2005): 36-9.
摘要: 
在石黑一雄2005年的小說《別讓我走》中,寄宿學校海爾森養育著一群複製人學生,海爾森的學生在長大之後必須無條件地捐出他們的器官。這些學生將捐贈器官視為天職,毫無反抗的念頭,筆者認為他們全然的服從絕非偶然。第一章探討海爾森教育者的兩大教育政策—矮化政策和愚民政策—如何將低賤的概念烙印於學生心中,並使學生認同宰制、剝削他們的體制。第二章探究海爾森教育課程如何規範、控制、誤導學生,並讓學生對於任何革新的想法視而不見,也因此能避免他們有踰矩的念頭。第三章檢視海爾森的造景和建築等空間結構如何將學生侷限於一地,並誘使他們彼此監控。透過研究海爾森的教育政策、課程內容和學校空間,本論文主張海爾森的教育及空間環境不僅讓學生成為複製人體制裡自願的幫兇,還讓他們成為自願的受害者。

Kazuo Ishiguro's 2005 novel Never Let Me Go portrays an isolated boarding school, Hailsham, where the students are human clones reared to donate their vital organs. The students regard donation as their mission in life and have no rebellious idea in mind. Their unquestioning obedience is by no means accidental. Chapter One explores Hailsham educators' policies of minimization and obscurantism, illustrating how these two strategies imprint the idea of inferiority on the students and induce them to recognize the system that exploits them. Chapter Two investigates Hailsham education, especially its curricula, which regulates, controls, and misleads the students, making every revolutionary idea insignificant to the students, and thus preventing them from transgression. Chapter Three examines the spatial structure of Hailsham such as landscape and architecture to manifest that Hailsham space not only locks the students in school but also traps them through surveillance. By analyzing the educational policies, curricula, and space of Hailsham, I argue that the educational and spatial environment molds the students into both the willing accomplices who monitor their companions and the willing victims who never attempt to go beyond the boundaries of their roles.
URI: http://hdl.handle.net/11455/7264
其他識別: U0005-2507201112291500
Appears in Collections:外國語文學系所

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