Exploring Uncanny and Abjection in Mary Shelley’s Frankenstein: Implications for Literature Education

Abstract

This study analyzed Mary Shelley’s Frankenstein through the theoretical frameworks of the uncanny and abjection, using Nicholas Royle’s and Julia Kristeva’s perspectives. The creature was examined as Victor Frankenstein’s uncanny double and as an abject figure that disrupted the boundary between life and death. Through these lenses, the novel’s critique of unchecked scientific ambition, identity crisis, and moral consequences was revealed. Importantly, the analysis highlighted the relevance of Frankenstein in literature education, as it fosters students' critical thinking on ethical responsibility, the dangers of technological advancement, and the complexity of human identity. By integrating Gothic themes with contemporary educational concerns, this paper emphasized Frankenstein's enduring value in fostering ethical reflection, narrative analysis, and interdisciplinary dialogue in the literature classroom. The findings supported using classic Gothic literature as a pedagogical tool for developing students' analytical, moral, and critical reasoning skills.