Never Let Me Go Marxism

As genetic technology blossomed in the recent years, ethnic issues like whether clones are fully human and deserve human rights are more and more heatedly debated. In Never Let Me Go, Kazuo Ishiguro uses the tender and relatable first-person narration of Kathy to illustrate to the genuine and touching human emotions the cloned students of Hailsham are capable of and call his audience to respect clones as equals and to fight for their rights and future. First of all, through the delicate and complicated relationship between guardians and students at Hailsham, Ishiguro show that Hailsham students have the need and capability for human connections and love. Like all developing children, Hailsham students longed for connections with and special

Ishiguro models the social dynamic of Hailsham off the network of any ordinary boarding school. Clone students make friends, fall in love, gossip, spread rumors, and get jealous like students in a normal high school do. Kathy is even able to understand and feel maternal love she has not experienced. She admits that she has an unorthodox interpretation of her favorite song “Never Let me Go” and believes describe the emotions of a woman who really wants a baby but cannot finally holding a baby of her own. Kathy accurately describes her mixed feelings of motherhood as “so happy…so afraid…that the baby will…be taken away from her” (70). Here, Kathy brings her own experience into this interpretation. Always knowing subconsciously that she is infertile, she reimagines herself as the childless mother in the song and expresses her joy and fear should she have someone to love so deeply and tenderly. Kathy’s reinterpretation is so truly yearnful and sympathetic that it draws both Madame and the readers to tears and pushes us to believe that clones are fully capable of the utmost human emotions and

For the most part of the book, Kathy and her friends are shown as passively demonstrating their artistic abilities or applying for deferrals but never directly and physically rebelling. This is not because they don’t genuinely want to change their fate, but rather because they have been so isolated from the society and the truth as they grew up in Hailsham and have such low number and physical strength that they can see no clear way out of the donor destiny. As Miss Emily describes, Hailsham and all the clone students are “always too dependent on the whims of [their] supporters” and their lives are simple “luck pawns in a game…[of] some trends that come and went” (264, 266). By unfairly degrading all these moving love, emotions, and creativity shown in Kathy’s narrative as objectified pawns, Ishiguro emphasizes the clones hopeless passivity without outside aid and incite the readers anger about the cruel injustice of this inhuman and self-centered society. By making Kathy the narrator and author of this fictional memoir, Ishiguro gives Kathy a chance to actively change the fate of the clones by demonstrating her humanity and calling for active change initiated by the readers, their supporters. All in all, Ishiguro tells a very personal, touching, and tender story of the emotions, love,