An Inspector Calls Key Theme: Generational Divide (AQA GCSE English Literature): Revision Note

Exam code: 8702

Nick Redgrove

Written by: Nick Redgrove

Reviewed by: Deb Orrock

Updated on

Generational divide timeline

The themes of generational divide in each act of An Inspector Calls:

An Inspector Calls generational divide timeline
An Inspector Calls generational divide timeline

What are the elements of generational divide in An Inspector Calls?

Generational divide is presented in An Inspector Calls in the following ways:

  • Mr Birling is shown to be incorrect about his predictions for his children’s future, making us question the wisdom and attitudes of the older generation that he represents

  • Sheila and Eric, the younger generation, openly challenge their parents’ views on social responsibility, and are shown to be far more receptive to Inspector Goole’s socialist message

  • Gerald Croft initially seems to accept the Inspector’s message, but later sides with the irresponsible and ignorant older generation

  • Priestley shows that the younger members of the Birling family are capable of taking responsibility for their actions; they learn to care about the vulnerable members of society who have been exploited by greedy capitalists

The impact of generational divide on characters

Priestley initially presents the younger generation as receptive to the views of the older generation: Sheila and Eric both listen dutifully to Mr Birling’s capitalist speech about the dangers of socialism and the importance of looking after oneself. However, as the Inspector reveals the consequences of the family’s behaviour towards Eva Smith, the younger Birlings begin to question and challenge their parents’ selfish attitudes. By Act 3, Sheila and Eric understand the importance of social responsibility, while the older Birlings and Gerald refuse to accept the Inspector’s message. The representatives of the older generation are punished for their self-interest by the phone call from the police that ends the play:

Generational divide in An Inspector Calls
Generational divide in An Inspector Calls

Character

Impact

Mr and Mrs Birling

  • Mr Birling expects the younger generation to “just listen” to — and accept — his views on social responsibility:

    • He dismisses as “nonsense” the idea that people need to look out for one another

    • His inaccurate predictions about the Titanic and the prospect of war show that his opinions cannot be trusted

  • Sheila argues that the Inspector is correct, but Mrs Birling replies: “I don’t understand you”:

    • This suggests that she incapable of understanding why she must change

  • Arthur and Sybil Birling are entrenched in their upper-class selfishness:

    • In Act 3, they mock Sheila and Eric for being so easily influenced by the Inspector

    • They are more concerned by a potential scandal than taking responsibility for their actions

Sheila and Eric Birling

  • In Act 1, Sheila and Eric seem to respect their father’s views on capitalism and society:

    • Sheila is especially childlike and subordinate, referring to her father as “daddy”

    • This can be contrasted to her behaviour as the play develops and she begins to challenge her parents’ views

  • Eric highlights the problems with Mr and Mrs Birling’s parenting:

    • He describes his father as “not the kind of father a chap could go to when he’s in trouble”

    • His parents’ disbelief at Eric’s drinking and involvement with Eva reveals how blinkered the older generation is

  • Eric and Sheila listen to and understand the Inspector’s socialist message:

    • The play ends with the suggestion that the younger generation will be more responsible than their forebears 

Why does Priestley use the theme of generational divide in his play?

1. Setting and period

  • Priestley presents the ignorant attitudes of Mr Birling’s generation in order to emphasise to his 1945 audience how society has developed since 1912

  • Priestley redeems the characters of Eric and Sheila to suggest that their generation is capable of learning difficult lessons and enacting positive social change

2. Political commentary

  • Priestley’s depiction of pre-war values (including unregulated capitalist greed and an absence of social care) confronts his audience with the awful consequences of patriarchal traditions

  • Inspector Goole emphasises that “the young ones” are more receptive to the socialism and progressive movements that emerged after the Second World War

3. Audience appeal

  • Priestley’s 1945 audience were members of a more progressive and responsible generation:

    • Sheila and Eric are therefore effective as audience surrogates  in the play — their newfound morals and sense of responsibility represent the values of a post-war audience

Exam-style questions on the themes of generational divide

Try planning a response to the following essay questions as part of your revision of generational divide:

  • Explore how Priestley presents the conflict between the older generation and the younger generation in An Inspector Calls.

  • How does Priestley use Sheila Birling to represent the younger generation in An Inspector Calls?

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Nick Redgrove

Author: Nick Redgrove

Expertise: English Content Creator

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.

Deb Orrock

Reviewer: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.

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