Inhalt

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   Abstract
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   Preface
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   1 Introduction
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   1.1 Research questions
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   1.2 Research process
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   1.3 Origins of the research project
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   2 Reading books as a youth leisure activity
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   2.1 German teenage reading habits
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   2.2 Dystopia as young adult literature
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   3 Methodology
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   3.1 Epistomology, Ontology, and Paradigm
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   3.2 Theoretical concepts
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   3.2.1 Books as media
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   3.2.2 Dystopian literature
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   3.3 The evolution of Constructivist Grounded Theory Methodology
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   3.3.1 Moving Grounded Theory Methodology from Symbolic Interactionism towards Constructivism
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   3.3.2 Analytic strategies
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   3.3.3 Methods
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   3.3.3.1 Coding
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   3.3.3.2 Memos
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   3.3.3.3 Categories
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   3.3.4 Theorizing in Grounded Theory Methodology
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   3.4 The evolution of Situational Analysis
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   3.4.1 Social Worlds
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   3.4.2 Implicated actors/actants and Boundary Objects
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   3.4.3 Discourse Analysis
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   3.4.4 Mapping methods
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   3.4.4.1 Situational Maps
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   3.4.4.2 Social arenas
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   3.4.4.3 Positional maps
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   3.5 Intertwining Grounded Theory Methodology and Situational Analysis in a Mixed-Method-Design
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   3.5.1 Considerations on mixing methods
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   3.5.2 Mixing methods of Grounded Theory Methodology and Situational Analysis
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   4 Research design
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   4.1 Designing the analytic process
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   4.1.1 Comparing Social Worlds: YA Dystopia readers’ life and YA Dystopian protagonists’ life
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  4.2 Properties of dystopia and YA Dystopia
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   4.2.1 Volumes and parts of YA Dystopian series
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   4.2.2 Settings in Young Adult Dystopia
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   4.2.2.1 The emergence of YA Dystopian states
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   4.2.2.2 History and traditions
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   4.2.2.3 Protagonists and their families
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   4.2.3 Order in Dystopia
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   4.2.3.1 Means of segregation: Castes, Districts, and Factions
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   4.2.3.2 Privacy and private affairs
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   4.2.3.3 Occupations and education
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   4.2.3.4 Contests and competition
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   4.2.4 Rebellion
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   4.2.5 Science
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   4.2.6 Conclusion
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  4.3 Designing methods for data construction
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   4.3.1 Access to teenage readers via public schools
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   4.3.2 Survey design and execution
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   4.3.3 Interview design
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   4.3.3.1 Construction of the interview guide
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   4.3.3.2 Execution of the interviews
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   4.3.3.3 Transcription
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   4.3.3.4 Data security
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   5 Data analysis
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   5.1 Analysis of the survey
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  5.2 Reading books
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   5.2.1 Reading frequency and sessions
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   5.2.1.1 Reading on school days and the weekend
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   5.2.1.2 Reading books in one go
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   5.2.2 Reading preferences
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   5.2.3 Special reading habits
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   5.2.4 Reading books that are not recommended for your age
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   5.2.5 Book recommendations
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   5.2.6 Talking about books
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   5.3 Getting engaged with YA Dystopia
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   5.4 What the interviewees (dis)like about YA Dystopia
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   5.5 Recently important in life for the interviewees
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  5.5.1 School
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   5.5.1.1 Good grades are necessary to get a good job in the future
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   5.5.1.2 Being proud of getting good grades
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   5.5.1.3 Staying behind in school
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   5.5.2 Family
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   5.5.2.1 Family is more than just your parents and siblings
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   5.5.2.2 Spending time together
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   5.5.2.3 Being there for each other
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   5.5.2.4 Parents support their children
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   5.5.3 Friends
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   5.5.3.1 Being able to choose your friends
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   5.5.3.2 Real friends and fake friends
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   5.5.3.3 Spending time together
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   5.5.3.4 Being there for each other
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   5.5.3.5 Trusting each other
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   5.5.3.6 Settling for compromises
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   5.5.3.7 Being similar
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   5.5.3.8 Talking about the same things
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   5.5.3.9 Complementing each other
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   5.5.3.10 Caring about other people
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   5.6 Important in life for the protagonists of YA Dystopia
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   5.6.1 Family in YA Dystopia
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   5.6.1.1 Being there for each other
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   5.6.1.2 Doing anything for your family
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   5.6.1.3 Protecting your younger sibling
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   5.6.1.4 Struggling with being poor
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   5.6.1.5 Being pushed by your parents into something you do not want to do
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   5.6.1.6 Taking over responsibilities of your parents
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   5.6.1.7 Considering friends your family
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   5.6.2 Friendship in YA Dystopia
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   5.6.2.1 Being friends with your sibling
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   5.6.2.2 Competing against others makes it hard to make friends
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   5.6.2.3 Spending time together
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   5.6.2.4 Being there for each other
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   5.6.2.5 Supporting each other
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   5.6.2.6 Talking about anything
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   5.6.2.7 Wanting the best for your friend
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   5.6.2.8 Being affected to each other
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   5.6.2.9 Complementing each other
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   5.6.2.10 (Not) Being similar
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   5.7 Points of view on recent society
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   5.7.1 Dealing badly with refugees
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   5.7.2 Coping with environment and climate change
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   5.7.3 People need to care more about others
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   5.7.4 People treat each other (un)kindly in recent society
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   5.7.5 Providing help for others
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   5.7.6 It is impossible to settle on a single opinion
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   5.7.7 There are good and bad people
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  5.8 Dystopic states
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   5.8.1 Living in Illéa
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   5.8.1.1 The caste system is the worst in Illéa
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   5.8.1.2 Living ranged from wealthiest to poorest
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   5.8.1.3 Living separated from other castes
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   5.8.1.4 Getting treated according to your caste
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   5.8.1.5 Living in restrictions in low castes
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   5.8.1.6 Not being able to choose your caste (aside marriage)
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   5.8.1.7 Getting in touch with the citizens via the Selection
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   5.8.2 Living in Panem
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   5.8.2.1 Parallels between life in Panem and the present
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   5.8.2.2 Living in restrictions in the Districts
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   5.8.2.3 Living in constant fear of death
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   5.8.2.4 Living separated from other Districts
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   5.8.2.5 Living (un)separated in the Districts
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   5.8.2.6 Living superficially in the Capitol
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   5.8.2.7 (Watching) The Hunger Games is the worst about Panem
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  5.9 The future
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   5.9.1 The interviewees’ personal future
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   5.9.1.1 Not being alone
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   5.9.1.2 Having a good life
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   5.9.1.3 Having your own family
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   5.9.1.4 Having your own house or apartment
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   5.9.1.5 Knowing what your future job is going to be like
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   5.9.1.6 Travelling to see the world
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   5.9.2 The interviewees’ family’s future
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  5.9.3 The interviewees’ friends’ future
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   5.9.3.1 Friends will have a family in the future
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   5.9.3.2 Friends will have different jobs in the future
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   5.9.3.3 Staying friends with your friends in the future
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  5.9.4 The YA Dystopia protagonists’ future
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   5.9.4.1 America’s future before entering the Selection
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   5.9.4.2 America’s future during the Selection
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   5.9.4.3 America’s future after the Selection
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   5.9.4.4 Katniss’ future before entering the 74th Hunter Games
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   5.9.4.5 Katniss’ future between the 74th and the 75th Hunger Games
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   5.9.4.6 Katniss’ future after the rebellion
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  5.9.5 Interviewees’ perspectives of the world in the future
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   5.9.5.1 The future in uncertain
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   5.9.5.2 The world will be better in the future
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   5.9.5.3 Ending war and terror in the future
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   5.9.5.4 Continuing/stopping living in poverty
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   5.9.5.5 Climate change will make the world worse
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   5.9.5.6 Technology will improve in the future
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   5.9.6 Interviewees' perspectives of a perfect future
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   5.9.6.1 Politics need to change
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   5.9.6.2 Caring more about others
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   5.9.6.3 Treating animals better
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   5.9.6.4 Changing behaviour to save the environment
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   5.9.6.5 Stopping poverty
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   5.9.6.6 Stopping racism
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  5.9.7 Interviewees' perspectives on participating in creating a perfect future
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   5.9.7.1 Creating a perfect future is not possible
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   5.9.7.2 Everybody needs to participate to create a better future
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   5.9.7.3 Encouraging the people around you to behave differently
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   5.10 Rebellion in YA Dystopia
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  5.10.1 Properties of rebellion
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   5.10.1.1 Trying to change things
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   5.10.1.2 Fighting together against somebody or something
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   5.10.1.3 Standing up against something superior
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  5.10.2 How to act in a rebellion
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   5.10.2.1 Repeating the actions of your enemy
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   5.10.2.2 Willing to make sacrifices
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   5.10.2.3 Arguing with each other
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   5.10.2.4 Giving the enemy the possibility to join you
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   5.10.2.5 Sticking together
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   5.10.2.6 Not rebelling against other people’s freedom/rights
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   5.10.2.7 Avoiding using violence
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   5.10.2.8 Killing the opponents
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   5.10.3 Motivation to take part in the rebellion
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   5.10.3.1 Having no choice but to join the rebellion
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   5.10.3.2 Being able to change something
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   5.10.3.3 Ending suffering
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   5.10.3.4 Overturning the sovereign
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   5.10.3.5 Living free and equal
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   5.10.3.6 Realising you are similar to the rebels
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   5.10.3.7 Having nothing left to lose
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   5.10.3.8 The interviewees’ motivation to support the rebellion
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  5.10.4 The dangers of participating in the rebellion
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   5.10.4.1 Getting punished if you were identified as a rebel
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   5.10.4.2 Facing death if you were identified a rebel
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   5.10.4.3 Risking the lives of people who are close to you
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   5.10.4.4 Risking the lives of innocent people
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   5.10.4.5 Life will get worse if the rebellion loses
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  5.10.5 Winning and losing the rebellion
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   5.10.5.1 Losing people who are close to you
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   5.10.5.2 Getting treated more equal or better
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   5.10.5.3 Losing power
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  5.10.6 The future after the rebellion
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   5.10.6.1 Rebuilding what had been destructed
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   5.10.6.2 Organizing the chaos
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   5.10.6.3 Adapting to living without castes or the Districts
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   5.10.6.4 Coping with the grief of people who lost someone
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   5.10.6.5 Setting up new people to be in charge
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   5.10.6.6 Threatened that things will turn eventually
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   5.10.7 What if there had not been the rebellion
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   5.10.7.1 Things would have remained the same
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   5.10.7.2 Things would have gotten worse
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   5.10.7.3 Things could have ended peacefully
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   5.10.7.4 There would have been another rebellion eventually
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   5.11 Core Categories
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   5.11.1 Close relations are the most important thing in life
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   5.11.1.1 Close relations (cannot) develop when people (do not) support, trust and are there for each other
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   5.11.1.2 Living conditions can prevent citizens from pursuing close relations
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   5.11.1.3 Having to suffer/nothing to lose can lead towards rebellion
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   5.11.1.4 The loss of people you care about prevents reconciliation
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   5.11.1.5 Trust is necessary in a rebellion
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   5.11.2 Family and friendship intertwine
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   5.11.2.1 Family and friendship share similar properties in the interviewees’ lives
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   5.11.2.2 Protagonists have very close relations to their younger sisters
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   5.11.2.3 Parents (do not) need the support of their children
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   5.11.3 Treating people differently due to considering them unequal
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   5.11.4 Believing that you are (not) able to change things
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   5.11.4.1 Making plans for the future
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   5.11.5 Considering decision making a fight of opposing parties
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   5.11.6 Oppression is executed on several different levels in a dystopia
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   5.11.7 Making sacrifices for a greater goal
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   6 Results
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   6.1 Reflections on the research design
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   6.2 Reading YA Dystopia
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   6.3 Constructing a substantial theory: Oppressing citizens both prevents and fosters a rebellion that eventually will lead to continuous civil wars
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   7 Conclusion
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   8 References
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  Appendix A Transcripts
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   Appendix A1 Celine T1
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   Appendix A2 Celine T2
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   Appendix A3 Clarissa T1
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   Appendix A4 Clarissa T2
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   Appendix A5 Dora T1
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   Appendix A6 Dora T2
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   Appendix A7 Elena T1
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   Appendix A8 Elena T2
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   Appendix A9 Emilia T1
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   Appendix A10 Emilia T2
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   Appendix A11 Ernie T1
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   Appendix A12 Ernie T2
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   Appendix A13 Feline T1
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   Appendix A14 Feline T2
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   Appendix A15 Felix T1
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   Appendix A16 Felix T2
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   Appendix A17 Fiona T1
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   Appendix A18 Fiona T2
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   Appendix A19 Franz T1
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   Appendix A20 Franz T2
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   Appendix A21 Helena T1
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   Appendix A22 Helena T2
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   Appendix A23 Jenny T1
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   Appendix A24 Jenny T2
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   Appendix A25 Lucy T1
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   Appendix A26 Lucy T2
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   Appendix A27 Simone T1
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   Appendix A28 Simone T2
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   Appendix A29 Wanda T1
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   Appendix A30 Wanda T2
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   Appendix B Questionnaire
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  Appendix C Interview guides
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   Appendix C1 Interview guide T1
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   Appendix C2 Interview guide T2