A Split Community And Fake Sameness

Lois Lowry, American author of more than twenty-five books for children and youngadults, was born on March 20, 1937 in Honolulu, Hawaii. Since the year 1976 when shebegan to write for young adults, she, always aware of the responsibilities as a writer, hasconcerned herself with the problems besetting young readers in their growth. She adopts apeculiar perspective in her realistic composition, discussing issues troubling young adults, andhas won love and admiration from her readers. Her consummate and delicate writing style hasgarnered two Newbery Medals—the highest prize in the field of young adult literature.However, she turns from her favorite realistic genre to science fiction for the second Medalwinner—The Giver. As a modern writer, she deeply senses the crisis and choices laid beforemodern people including young adults, therefore the enormous load of responsibilities. Hersocial and humanistic concern, naturally, makes this science fiction full of modern thoughtsand practical significance.The Giver, published in 1993, won the Newbery Medal the next year. Nevertheless, it hasgenerated a great stir in society. A large number of comments, both positive and negative,pour down on it. The novel set in a futuristic community demonstrates a life governed byunchangeable sameness in the Community of Sameness, where citizens have no freedom orchoice, but only to listen to the central committee for everything. The hero, twelve-year-oldboy Jonas is selected to be the Receiver of Memory—the most honorable and prestigiousposition in the community. During his training, the memories his trainer—the Giver transmitsto him make him realize the vital flaws of this Community, and endow him considerablecourage, which supports him in his final escape from the Community of Sameness. In the end,he embarks on an arduous journey for Elsewhere he has always dreamed of.The unique plot of the novel has attracted many literary critics. Yet, many analysesmainly focus on its theme, genre, didactic function, and writing technique. In order to helpreaders better understand this novel and appreciate its artistic charm, this paper tries to adopt adeconstructive approach to read the book. The deconstructive approach here specificallyincludes revealing the potential paradoxes, opening up the hidden "spaces" and decoding theauthor's design and purpose, the three of which combine to exhibit the expansion anduncertainty of the text and release the author's deconstructive thoughts.This paper is divided into five parts:"Introduction" presents a brief introduction of the author, the main plot of The Giver andits genre. Then it analyzes the possibilities for a deconstructive approach.Chapter One "Paradoxes: Deconstruction of the 'Center'": On discussing thedeconstructive technique—seeking the paradoxical points in the text, this part sees theapplication of this technique by endeavoring to find out the paradoxes embedded in the novel,and then reveals the conflicts between the reality and the powerful rules in the Community.Chapter Two "Space: Opening Up the Text" elaborates on the deconstructive techniqueof an open and all-round reading of a text, and goes on to carry it out in the reading practiceby providing multiple interpretations of the left "spaces", therefore continuously expandingand opening up the text.Chapter Three "Plot: Deconstruction of 'Hegemony'" on the whole explores the designand purpose of the author. With relevant knowledge from the theory of feminism andglobalization, this part dwells on the author's deconstructive thoughts and her well-hiddenhumanistic concern."Conclusion" discusses the original intention for the author's creation and the practicalsignificance of the novel in today's world. Then it studies the importance and necessity foryoung readers to transform their thinking mode and update their reading method.