This literature review will examine the pedagogical potential of using dystopian literature as a tool for teaching about gender in upper-secondary English as a second language (ESL) classroom. Gender related issues such as norms, identity, power relations, and representation are connected to the aims of English education in the Swedish curriculum (LGY25). This literature review explores how dystopian fiction can be used to address gender in the ESL classroom, which pedagogical strategies are highlighted in previous research, and which challenges may be encountered by teachers when working with this topic in the heterogeneous classroom.This literature review is based on carefully selected research that was found through extensive searches within a variety of databases (e.g., Google Scholar, Eric, Education Collection). The articles focus on dystopian literature, teaching gender, and pedagogical approaches in ESL classrooms.

Research finds that dystopian narratives can, by exaggerating depictions of inequality and oppression, make gender norms in today's society visible, thus encouraging students to critically reflect on gender roles and identity. It has been found that discussion-based and student-centered approaches are particularly effective for engaging students in gender-related discussion. However, our review finds that there are some challenges with teaching gender in a heterogeneous classroom that are highlighted. One example we found is that there may be cultural differences among students, or that teachers may be feeling uncertain on how they should be approaching the subject. Overall, the results indicate that using dystopian literature to teach gender aligns well with the aims of LGY25 in the subject of English if used in a reflective and pedagogical way.