A Cultural Studies Approach to Frankenstein

This blog is part of a reflective activity assigned by Dr. Dilip Barad from MKBU. It delves into Mary Shelley's novel Frankenstein and examines its influence on Cultural Studies. For further information click here

Part 1: Revolutionary Births

How does the Creature’s paradoxical nature—simultaneously an  innocent and a vengeful force—comment on societal fears of revolution and sympathy for the suffering masses?

Society has specific expectations for how people should look and behave, and anyone who doesn’t fit those expectations is often viewed as a threat. In Frankenstein, the creature is rejected from the start because he looks different and acts unlike others. Society quickly labels him a monster, associating him with violence. Yet, when viewed through a postcolonial lens, the creature can be seen as innocent. He has few choices and learns only from what he observes around him. Abandoned by his creator when he needed support, he is left alone in a world that fears and rejects him. This experience reflects the treatment of marginalized communities, like African or enslaved groups, who are often labeled as "Others" and face discrimination, despite their resilience. In this way, the creature becomes a symbol of the struggles of the oppressed. In politics, people are also expected to follow norms that uphold the interests of those in power. When someone challenges these norms, they are often seen as a threat to society. This is the same fate faced by Frankenstein’s creature he becomes a danger simply because he does not conform.

How does Shelley’s narrative engage with concepts of race and empire, and how might these issues be relevant today in global discourses on race and privilege?

Viewed through a colonial lens, the bond between Frankenstein and his creature mirrors the relationship between the colonizer and the colonized. The creator, much like a colonizer, holds power to shape and control but fails to provide the creature with guidance or understanding, similar to how colonizers often imposed authority without true care for the colonized. The monster's abandonment can represent the colonizer’s guilt—a creation left to struggle in a hostile world, much like how colonized people were left to survive in difficult conditions. A notable example of this colonial mindset is seen in a speech by George Canning in Parliament on March 16, 1824, where he compared abolishing the slave trade to unleashing a monster, referencing Frankenstein. This illustrates how the “monster” idea can reflect the fear and dehumanization of marginalized groups in colonial times, as well as the deep-seated themes of “Otherness” and racism.

How do modern scientific advancements parallel the novel's cautionary tale of human hubris, and what lessons can we learn from it?

Throughout history, as science has progressed, there has often been an underlying fear about where new creations might lead. Mary Shelley’s Frankenstein captures this anxiety perfectly. As science advances, so do concerns about its possible risks. For instance, today’s developments in gene editing and trait selection for babies can be seen in a similar light to Shelley’s story. Likewise, with the growth of artificial intelligence, there is a worry that machines could eventually surpass human control and become a threat. Many stories and movies tackle these themes, cautioning against the possible dangers of genetic manipulation or the creation of highly intelligent beings that could pose a risk to society. These tales remind us that when we bring something with intelligence into the world, we hold a responsibility to make sure it doesn’t harm people or the environment. Understanding these potential risks and taking careful steps to prevent harm is essential as we continue to innovate.

Part 2: The Frankenpheme in Popular Culture

How have various retellings of Frankenstein reshaped its message for new audiences? How do these adaptations either retain or transform the novel’s original critique of scientific ambition and social exclusion?

In the 18th century, there was a widespread fear that creating something like a monster or pushing scientific boundaries without caution could endanger human life. But as time passed, we became more accustomed to these advances, and the fear surrounding them began to fade. Although many stories still reflect concerns about new scientific breakthroughs, our views have evolved. We’ve started to look at these stories more critically and challenge their assumptions. In newer versions of these tales, creatures once seen as threats now take on roles as heroes. People began to see scientific progress not as something to fear, but as an opportunity for growth and positive change.

Discuss how the Creature’s literary education shapes his worldview and whether it empowers or alienates him further?

As the Creature reads works like The Sorrows of Young Werther by Goethe, parts of Plutarch's Lives, and Paradise Lost by Milton, he starts to gain a deeper understanding of human nature. Through these books, he becomes more aware of his own feelings and desires, which makes him feel more human. He begins to yearn for companionship and human affection. Even though he tries to help others, he faces rejection, hatred, and disgust. In response to this, he confronts his creator, asking why he was abandoned and left to suffer. His growing understanding of emotions like empathy, longing, and the need for connection comes from the literature he reads.

Research the historical and cultural context of these adaptations. How do they reflect societal fears and technology?

Frankenstein films have changed over the years, adapting to new fears and adding fresh ideas to the original story. Early movies, like the classic one where the creature is made from a "criminal brain," highlighted concerns about dangerous scientific experiments and eugenics—the idea that some people shouldn’t have children based on their backgrounds. Later films, such as Frankenstein vs. the Giant Devil Fish, reflected post-World War II anxieties, particularly about radiation and the development of powerful weapons that could threaten humanity. In more recent films, like Blade Runner and The 6th Day, the focus shifts to concerns about robots and cloning. These films explore the risks of creating artificial beings in labs and using them for dangerous purposes, capturing fears that technology could take control of human lives. Each new take on Frankenstein updates the story to reflect the growing concerns of its time.

Thank you...