Silent Voices, Invisible Minds: A Comparative Study of Flowers for Algernon and Out of My Mind

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Author(s): Arzu Ekoç Özçelik (Yildiz Technical University, Turkey)
Copyright: 2027
Pages: 20
Source title: Addressing Systemic Inequalities for Equitable and Inclusive Education
Source Author(s)/Editor(s): Michael Mbongiseni Buthelezi (University of Limpopo, South Africa)and Marubini Christinah Sadiki (University of South Africa, South Africa)
DOI: 10.4018/979-8-3373-7842-8.ch011

Keywords: Civic Engagement & Social Justice / Educational Policy and Reform / Information Science Reference / Social Sciences & Humanities

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Abstract

This study offers a comparative analysis of Daniel Keyes' Flowers for Algernon and Sharon M. Draper's Out of My Mind in the context of education, inclusion, and ethics. Both novels reveal how prejudice and exclusion render the potential of individuals with disabilities invisible. Charlie, despite gaining intelligence, remains isolated, while Melody, with high cognitive ability, struggles against the “incompetent” label. Using inclusive education, labeling theory, and critical pedagogy as frameworks, the analysis shows how these works expose the limitations of normative schooling and highlight the urgent need for equity, empathy, and systemic transformation in educational practices.

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Silent Voices, Invisible Minds: A Comparative Study of Flowers for Algernon and Out of My Mind

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