Learning About Aging Through Literature: A Comparative Analysis of Two Science Fiction NovelsBratuša, Nina (Avtor) Samaluk, Barbara (Mentor) Šporčič, Anamarija (Mentor) agingolder adultsageismscience fictioninformal learningsocializationtransformative learningAging is commonly understood as a biological process, but it is also subject to sociocultural assumptions. In this context, fiction has a role in informally educating readers about social perceptions and norms related to aging. The purpose of this master’s thesis was to investigate the representation of older people in selected contemporary science fiction novels and to examine how these representations differ from one another, which stereotypes and definitions of aging they promote or challenge, what readers can learn about aging and older people from these novels, and how negative or positive representations can influence readers’ understanding of ageism. The research was based on a qualitative comparative analysis, and the central method of our analysis was close reading. We used thematic analysis to process the data and ultimately connected our findings with the broader social context. We analyzed the novels Old Man’s War 2005 by John Scalzi and Remnant Population 1996 by Elizabeth Moon, which we selected because of their similar temporal and geographical contexts and the similar ages of their protagonists. The findings show that both novels incorporated both positive and negative assumptions about old age and differed primarily in the protagonists’ responses to it. The protagonist of Old Man’s War internalized the stereotypes and adapted to them so that he would once again be regarded as a productive and equal member of society, while the protagonist of Remnant Population rejected these stereotypes, left her society, and proved that older people can be highly valued despite their age. Representations that reinforce negative stereotypes may encourage an uncritical reader to reproduce them, whereas problematizing these stereotypes may encourage the reader to question them. It is important to note that the study does not assess the readers’ actual learning process but rather highlights the potential of science fiction as a genre through which readers can informally learn about social issues. This informal learning can consequently encourage transformative learning, through which readers may change their beliefs based on newly acquired knowledge.20262026-10-01 07:19:04Magistrsko delo/naloga189017VisID: 635294sl