the boy in the striped pyjamas essay questions

The Boy in the Striped Pajamas

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Welcome to the LitCharts study guide on John Boyne's The Boy in the Striped Pajamas . Created by the original team behind SparkNotes, LitCharts are the world's best literature guides.

Striped Pajamas: Introduction

Striped pajamas: plot summary, striped pajamas: detailed summary & analysis, striped pajamas: themes, striped pajamas: quotes, striped pajamas: characters, striped pajamas: symbols, striped pajamas: theme wheel, brief biography of john boyne.

Historical Context of The Boy in the Striped Pajamas

Other books related to the boy in the striped pajamas.

• Full Title: The Boy in the Striped Pajamas
• When Written: April, 2004
• Where Written: Dublin, Ireland
• When Published: 2006
• Literary Period: Contemporary Young Adult
• Genre: Young Adult Fiction, Historical Fiction
• Setting: Berlin, Germany and Auschwitz, Poland
• Climax: When Bruno, who seeks to understand the world on the other side of the fence in which his friend Shmuel lives, changes into a pair of the “striped pajamas” and climbs under the fence.
• Antagonist: Bruno’s Father
• Point of View: Third person omniscient, mostly from the perspective of Bruno, a nine-year-old boy.

Extra Credit for The Boy in the Striped Pajamas

Quick work. Boyne wrote the first draft of The Boy in the Striped Pajamas in two and a half days, hardly sleeping until he finished.

Film. The novel became a movie in 2008 under the same name, directed by Mark Herman.

"The Boy in the Striped Pajamas" Study Guide, Questions & Discussion

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The Boy in the Striped Pajamas

Pick up your copy of John Boyne’s The Boy in the Striped Pajamas to help you recall answers to the following questions. Page numbers from the hardback copy are provided to help you identify evidence from the story, but not all questions rely on the words on the page. For some questions, you’re going to have to think for yourself and come to your own conclusions. Don’t be afraid to dig deeper for more meaning or settle for the most obvious answer. The best questions are the ones you ask to satisfy your own curiosity. For now, here are a few of my own to get you started.

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Practice for Chapters One to Five

• Why is Maria packing Bruno’s things? (page 3)
• Why must Bruno’s father move away to do his job? (page 4)
• What matters most to Bruno in Berlin? (page 9)
• What did Bruno hope to see outside his bedroom window? (page 20)
• Why do you think Bruno always tries to be honest with himself? (page 21)
• Who first called the new home ‘Out-With’ and why did they do that? (page 24)
• How could the house serve as a symbol for Bruno’s family? Why is it important to not pass judgments based on appearances?(page 26)
• Why is there no greenery in the distance after the fence? How could this be symbolic? (page 32)
• In chapter four, Bruno states his age. How else do you know Bruno is young?
• What is the tone of chapter four? What occurs in the chapter to set the tone? (page 38)
• Why does Mother feel they should never have let the Fury come to dinner? (page 40)
• Why was Mother so startled by Maria’s sudden appearance? (page 40)
• While Bruno is at the train station, he notices two trains separated by a platform. What is the author’s purpose for including this description? How does Bruno feel about the trains? (page 41)
• How does Father’s office compare with the rest of the house? (page 45)
• What is Bruno’s relationship like with his Father? (page 46)
• According to Bruno’s reasoning, why was his father assigned to work at Out-With? (page 50)
• How does Father explain the people in the huts in the distance to Bruno? (page 53)

Chapters Six to Ten

• How does Maria respond to Bruno’s question about living at the new house? (page 58)
• Why does Maria defend Father? (page 60)
• Why was Bruno proud of his Father after hearing Maria’s story? (page 62)
• After talking to Maria, how has Bruno’s opinion of her changed? (page 63)
• What is Maria’s advice to Bruno after their talk? (page 64)
• How does Mother prove she is a decent person? (page 68)
• What does Bruno decide to do for fun? (page 70)
• What does Lieutenant Kotler do to make Gretel and Bruno uncomfortable? (page 75-76)
• What happened to Bruno on the tire swing? Who rescues him? (page 78-79)
• Before he became the family’s waiter, what did Pavel do for a living? (page 82)
• Why does Mother say she’ll take credit for mending injury? (page 85)
• What was the best part about acting with Grandmother? (page 88)
• What happened after the last play’s performance? (page 89)
• How are appearances important? (page 91)
• Why is it important to speak your mind? (page 91)
• How is Bruno’s costume similar to Father’s uniform? What could this symbolize? (page 92)
• What does Bruno want to do when he is older? How is this occupation meaningful to the story? (page 102)
• According to Bruno, what are two categories of discovery? (page 105)
• Why does Shmuel wish he had a name all his own? Why is this important? (page 109)
• What do Bruno and Shmuel have in common? (page 109)
• How does this novel support a theme of discovery?

Chapters Eleven to Fifteen

• According to Bruno, why was the Fury rude? (page 122)
• Why did Bruno’s parents argue after their dinner guests left? (page 124)
• How does Bruno’s arrival at Out-With differ from Shmuel’s arrival? (page 130)
• Why does Bruno decide not to share the news about his new friend with his family? (page 133)
• What is Maria’s religion? How do you know? (page 137)
• Describe Bruno’s personality? How does he change from the beginning of the story to this point?
• What does Shmuel want to do when he grows up? (page 139)
• Bruno claims his father is one of the good soldiers. Why is his statement ironic? (page 140)
• How does Shmuel know Lieutenant Kotler? (page 141)
• How does Bruno prove he is naïve about Out-With? (page 141)
• Why does Mother ask Bruno to not use the word ‘hate’? (page 143)
• Why did Lieutenant Kotler’s father leave Germany? Why is this news shocking to Father? (page 145)
• What did Lieutenant Kotler do to Pavel? Why didn’t anyone help Pavel?
• Why does Bruno want Shmuel to crawl under the fence? (page 150)
• Why does Bruno try to conceal mentioning Shmuel to his sister? (page 154)
• How did Bruno deceive his sister about Shmuel? (page 156)
• How does talking about Shmuel affect Bruno? (page 158)
• Why does Gretel make fun of Bruno? How is her jest ironic? (page 159)
• What were some of Bruno’s reasons for not liking Lieutenant Kotler? (page 162-163)
• Why is Shmuel in the kitchen? How did he get there? (page 166)
• How are Bruno’s hands and Shmuel’s hands different? Why is this significant? (page 167)
• Why is Shmuel afraid to eat the food Bruno has offered? (page 170)
• Why didn’t Bruno speak up to defend Shmuel? (page 171)
• What does Bruno say that finally wins Shmuel’s acceptance? How does Shmuel show he forgives his friend? (page 175)

Chapters Sixteen to Twenty

• Why does Bruno return to Berlin? (page 176)
• Why was Father sad? (page 177)
• Why would Grandmother be upset about the wreath from the Fury? (page 177)
• For Bruno, what is the best thing about life at Out-With? (page 178)
• How did Gretel’s room change? (page 180)
• What was wrong with Gretel and Bruno’s hair? (page 184)
• Why are Mother and Father shouting again? (page 187)
• What does Gretel miss about life in Berlin? (page 189)
• Why are Father and Gretel silent after Bruno’s remark about the children behind the fence? (page 191)
• What news does Bruno have for Shmuel? (page 194)
• Why did Shmuel stay away for so many days? (page 194)
• How do Bruno and Shmuel plan to play together? (page 199)
• How does the uniform Shmuel provides remind Bruno of his Grandmother? (page 205)
• What did Bruno expect to find behind the fence? What did Bruno discover instead? (page 207)
• What kept Bruno from going straight home? (page 208)
• What does Bruno do and say to comfort Shmuel? (page 212)
• Why did Mother stay at Out-With longer than expected? (page 214)
• What clues were discovered after Bruno’s disappearance? (page 215)
• What realization did Father piece together at the fence? (page 215)
• Why does the author state at the end of the story “Of course all of this happened a long time ago and nothing like that could ever happen again. Not in this day and age”? (page 216)

Use a copy of John Boyne’s The Boy in the Striped Pajamas and a few sheets of blank paper to complete the following study guide tasks. These tasks are designed to help you grasp the big picture about this novel and figure out exactly what the author is trying to teach you about people and events in history.

Connecting Themes in John Boyne’s The Boy in the Striped Pajamas

When you consider the themes or life lessons about a story, you look at the story holistically and not in separate parts. Test your knowledge of the entire novel by thinking of ways to relate the following themes to events, characters, and conflicts_._ Make a web diagram for each theme. Make sure to include information from the three categories of sources in the novel: the events, characters, and conflicts. As you recall information for each theme, organize your information. You’ll be surprised by the many connections you’ll create through these themes and the entire novel.

• Appearances

Compare and Contrast Characters and Settings

Authors often create characters to offset other characters in a novel. For every good guy, there should be a bad guy; for every good place, a bad place. In John Boyne’s The Boy in the Striped Pajamas, the author provides many opportunities for the reader to compare and contrast . Here are a few suggestions for comparison and contrast from the novel. Use a Venn diagram (two overlapping circles with three total sections to show how two things are different and how they are the same) to compare and contrast the following characters and settings.

• Bruno and Gretel
• Bruno and Shmuel
• Pavel and Lieutenant Kotler
• Berlin and Out-With
• Mother and Father

If you’ve survived this study guide then you’re sure to do well on any exam or essay or book report you need to complete for class. John Boyne’s The Boy in the Striped Pajamas offers plenty of discussion topics for you to use, so don’t be afraid to explore your minds to ask the tough questions and make the connections to help you see the big picture within this masterpiece of a novel.

• The Boy in the Striped Pajamas cover jacket - Wikimedia Commons
• Boyne, John. The Boy in the Striped Pajamas. David Fickling Books: New York, 2006.

The Boy in the Striped Pajamas Questions and Answers

The Question and Answer sections of our study guides are a great resource to ask questions, find answers, and discuss literature.

Ask a question and get answers from your fellow students and educators.

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The Boy in the Striped Pajamas

What are some examples of figurative language used in the boy in the striped pajamas, how does bruno feel when he looks at pavel, how does bruno feel about his sister, we are all in the same boat and it´s leaking. who says this to whom and what does he /she mean by it, what do the children’s father tell them, what complaints does bruno make about herr liszt, how did the film "the boy in the striped pajamas" affect you, what does mother take credit for in chapter 7 why does she do this, why is bruno upset that mother will tell father she cleaned up bruno, create a summary of chapter 5 but from bruno's point of view., bruno and maria talk about pavel. maria tells him some information that she has heard from pavel about his life. based on the text, what do you think that maria told bruno about pavel, why is bruno sent away when his mother returns, what is the last name of karl, how does talking about shmuel to gretel help bruno understand his friend, does bruno have a lot of respect for his fatherexplain., describe maria. the family's maid..

The Boy in the Striped Pajamas

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The Boy in the Striped Pyjamas Essay Topics & Writing Assignments

Essay Topic 1

Describe the setting of Berlin in Nazi Germany in the late 1930s and early 1940s. Against whom were the Germans fighting in World War II? When did the Third Reich begin? How is the setting described in Chapter One: "Bruno Makes a Discovery"?

Essay Topic 2

Analyze and discuss the narrative style established in the beginning of the novel. Is the story told from a first, second, or third-person perspective? Why do you think the author chooses this narrative style? Is the narrator’s perspective omniscient or limited?

Essay Topic 3

Describe and analyze the character of Bruno as the protagonist in the novel. How old is Bruno? What are Bruno’s favorite things about living in Berlin? How does Bruno feel about his sister? How does Bruno evolve as a character by the end of the story?

Essay Topic 4

Discuss the history of the Auschwitz concentration camp...

(read more Essay Topics)

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The Innocence and Tragedy in “The Boy in the Striped Pajamas”

This essay about John Boyne’s novel “The Boy in the Striped Pajamas” examines the themes of innocence and tragedy during the Holocaust. It focuses on the friendship between Bruno, the son of a Nazi commandant, and Shmuel, a Jewish boy in a concentration camp. The essay explores how their innocent bond highlights the stark contrast between the purity of childhood and the brutal realities of war. It also addresses the moral blindness and complicity of adults, particularly Bruno’s parents. The tragic climax, where Bruno and Shmuel perish together, serves as a poignant condemnation of the senseless cruelty of the Holocaust and a reminder of the innocence lost in such atrocities.

How it works

“The Boy in the Striped Pajamas,” a novel by John Boyne, presents a profound exploration of innocence amidst the horrors of the Holocaust. This heart-wrenching narrative is centered around Bruno, the eight-year-old son of a Nazi commandant, and Shmuel, a Jewish boy imprisoned in a concentration camp. Their unlikely friendship forms the crux of the story, providing a poignant commentary on the innocence of childhood, the corrupting influence of ideology, and the devastating impact of war.

At the outset, Bruno’s naivety and sheltered upbringing are evident.

He views his father’s new position and their move to “Out-With” (a child’s mispronunciation of Auschwitz) as an adventure, oblivious to the grim reality of their surroundings. His initial impression of the camp is that it is a farm, and the striped pajamas worn by the prisoners are merely uniforms. Bruno’s perspective, devoid of the prejudices and hatred that permeate the adult world around him, highlights the stark contrast between the innocence of childhood and the cruel realities of the Holocaust.

The narrative skillfully juxtaposes Bruno’s innocence with the harsh realities faced by Shmuel. Despite being the same age, Shmuel’s experiences are a world apart. His life in the camp is filled with suffering, loss, and constant fear, yet he remains a gentle and kind-hearted child. The friendship that blossoms between Bruno and Shmuel is both touching and tragic. It is a bond forged in innocence, transcending the artificial barriers of race and religion imposed by the adults around them.

As Bruno and Shmuel’s friendship deepens, the novel delves into themes of ignorance and complicity. Bruno’s father, a high-ranking Nazi officer, is depicted as a loving family man at home but a ruthless enforcer of Nazi ideology at the camp. His duality underscores the moral blindness and ethical corruption that allowed the Holocaust to occur. Bruno’s mother, on the other hand, is portrayed as increasingly disillusioned with her husband’s role in the atrocities, yet she remains complicit through her silence and inaction.

The climax of the story is both powerful and devastating. Bruno, in an act of innocent solidarity, disguises himself in a set of striped pajamas to help Shmuel search for his missing father within the camp. This act, borne out of pure friendship and devoid of any understanding of its implications, leads to their tragic demise in a gas chamber. The irony of Bruno’s fate – that the son of a Nazi commandant dies in the very camp his father oversees – serves as a poignant condemnation of the senseless brutality of the Holocaust.

“The Boy in the Striped Pajamas” is a profound exploration of the impact of war and hatred on the innocent. Through Bruno and Shmuel’s friendship, Boyne highlights the inherent innocence and purity of children, juxtaposed with the corrupting influence of ideology and the horrors of war. The novel challenges readers to reflect on the nature of innocence, the consequences of blind obedience, and the moral responsibility of individuals within a society.

In conclusion, John Boyne’s “The Boy in the Striped Pajamas” is a compelling narrative that offers a unique perspective on the Holocaust through the eyes of a child. It is a poignant reminder of the innocence that can exist even in the darkest of times and a powerful critique of the ideologies that fuel hatred and violence. The story of Bruno and Shmuel, though fictional, resonates deeply, urging readers to remember the past and to strive for a future where such atrocities are never repeated.

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Home — Essay Samples — Entertainment — The Boy in The Striped Pajamas — Analysis of the Themes in The Boy in The Striped Pajamas

Analysis of The Themes in The Boy in The Striped Pajamas

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About this sample

Words: 869 |

Published: Jun 29, 2018

Words: 869 | Pages: 2 | 5 min read

Prompt Examples for "The Boy in the Striped Pajamas" Essay

• Innocence and Ignorance: Discuss how the themes of innocence and ignorance are portrayed in the novel and how they are central to the story's impact.
• The Holocaust and Inhumanity: Analyze how the novel explores the theme of the Holocaust and its inhumane atrocities, and how it portrays the consequences of hatred and prejudice.
• Friendship and Compassion: Examine the theme of friendship and compassion as depicted through the unlikely friendship between Bruno and Shmuel, and how it transcends the boundaries created by their circumstances.
• Parent-Child Relationships: Discuss the theme of parent-child relationships, focusing on the dynamics between Bruno and his parents, and how these relationships evolve throughout the novel.
• Moral Dilemmas and Consequences: Explore the moral dilemmas faced by characters in the story and how their choices lead to profound consequences, highlighting the ethical questions raised by the narrative.

"The Boy in the Striped Pajamas" Essay Example

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The Boy In The Striped Pyjamas Analysis Essay

The Boy In The Striped Pyjamas Themes

Boyne’s novel uses these techniques to create these ideas, giving us an insight into the experiences of the Jewish people during Nazi Germany. John Boyne explores the theme of prejudice and discrimination in his novel through his use of narrative voice, dramatic irony and juxtaposition. In Boyne’s novel, Shmuel is discriminated and is sent to a concentration camp, while Bruno enjoys the luxuries of upper class Nazi Germany, even though they are of the same age. Shmuel was discriminated as he was Jewish, while Bruno enjoyed luxuries as he was the child of a high-ranking Aryan officer.

Set during World War II, the story follows the journey of Bruno, a young German boy who ventures out from behind the safety of his family’s fence to explore the strange and unfamiliar world beyond. The novel explores themes of innocence, friendship, and human cruelty in the face of war and atrocity. Written with literary sensitivity and emotional depth, The Boy in the Striped Pyjamas is considered a modern classic that continues to resonate with readers both young and old.

Narrative Techniques In The Boy In The Striped Pyjamas

The novel uses several narrative techniques to tell its story. One of these is foreshadowing, which is when the author hint at events that will happen later in the story. For example, early in the book, Bruno’s father tells him that he will be moving to a new house far away from Berlin. The events that unfold in The Boy in the Striped Pyjamas are quite tragic, and many readers believe that these tragic events may have been foreshadowed early on in the book.

Another narrative technique used in The Boy in the Striped Pyjamas is symbolism. The main symbol of the novel is the striped pyjamas worn by Shmuel, which represent the concentration camp where he lives. The imagery of these pyjamas serves as a haunting reminder of the horrors that took place at Auschwitz during World War II.

Dramatic Irony In The Boy In The Striped Pajamas

The Boy in the Striped Pyjamas, by John Boyne, is a novel that uses dramatic irony to great effect. The story is set during World War II, and follows the friendship between two boys, one of whom is Jewish and the other German.

The Jewish boy, Bruno, is sent to live in a concentration camp with his family after his father is promoted in the Nazi party. There, he meets a boy named Shmuel, who is wearing striped pyjamas. The two become friends, despite the fact that they are supposed to be enemies.

The irony of the situation is that Bruno does not realize that Shmuel is a prisoner in the camp. He thinks that Shmuel is just another boy playing in the “farm” that his family has moved to, and does not understand why he cannot leave the camp or go near the fence. Through Bruno’s naïve perspective, readers are able to see the true horrors of war through a child’s eyes.

Overall, The Boy in the Striped Pyjamas is a powerful novel that uses dramatic irony to explore one of the worst tragedies of modern history. It is a must-read for anyone interested in this dark period of history, as well as those looking for an engaging read with powerful themes and messages.

Boyne uses third person limited narrative to show us the perspective of the characters on the world around him. For example, in Boyne’s novel, when Shmuel sees Bruno in the pyjamas, he thought that “It was almost as if they were exactly the same really”. This quote strengthens the idea that the Jewish minority at the time of Nazi Germany were discriminated against. This narrative voice in turn creates dramatic irony, to show us the perspectives and beliefs of a young innocent child in a much more sinister reality. By using dramatic irony, he emphasises how pointless the discrimination against the Jewish people were.

Bruno is originally jealous of Shmuel, as he believed that “You get to have dozens of friends and are probably playing for hours every day” This quote supports the idea that dramatic irony is used in Bruno’s perspective, as he believes that Shmuel plays in the camp everyday. However, this use of dramatic irony gives a darker sense to the reader, of the actual reality of the camp. The author uses juxtaposition in his novel, to show how little difference there was between the Jewish and Aryan race, and how meaningless the discrimination against the Jewish people were.

Boyne uses juxtaposition in this thought provoking statement. “What exactly was the difference? And who decided which people wore the striped pyjamas and which people wore the uniforms? ” This excellent quote explores the ideas of prejudice and discrimination, and manages to leave the reader pondering about the cause for the Anti-Semitism in Nazi Germany. The way Boyne wrote this novel shows the reader clearly the author’s position on the discrimination and prejudice the Jewish people faced in Nazi Germany. John Boyne explores the theme of the power of friendship in this novel through narrative voice, setting and symbolism.

In BITSP, Bruno and Shmuel, two unlikely people from different ends of the social structure of Nazi Germany become the best of friends. They manage to become best friends, even though one of them is in a concentration camp surrounded by barbed wire. By using third person limited narrative, the author is able to elaborate and emphasise more on the power of friendship. This also makes the friendship seem more realistic and believable. Near the end of the book, Bruno says to Shmuel “You’re my best friend, Shmuel.

My best friend for life. This quote strengthens the idea that friendship is unbreakable, and gives us insight into Bruno’s friendship with Shmuel. Boyne uses certain settings to reinforce the power of friendship. In the excerpt, there is a certain sentence that gives the reader a sense of the power of their friendship. In the excerpt, it says that “A dot in the distance became a speck and that became a blob and that became a figure” This quote depicts the idea that the setting where they meet daily is far away, and that the boys travel long distances just to meet each other.

Boyne employs author voice to suggest his view of the war through other characters and narration. Bruno’s grandmother, a constant source of rationality throughout the book, has a voice that may be heard in her comments about the conflict. Grandma attacks the war and Adolf Hitler’s role in it from the outset, which allows Boyne to present his own ideas on the subject. Colonel Commandant Kotler’s statement denouncing anything that does not support Nazi ideology is also an expression of opinion by Boyne.

Through his interactions with the other prisoners, including Bruno’s enigmatic grandmother, readers slowly begin to see the horrifying realities of war and the devastating effects it has on those caught up in its wake. Ultimately, The Boy in the Striped Pyjamas is a haunting tale that serves as both a heartbreaking reminder of humanity’s capacity for darkness and an ultimately hopeful testament to our enduring capacity for good.

The novel tells the story of Bruno, a nine-year-old boy who is sent to live with his grandmother after his father is appointed as the Commandant of Auschwitz.

Bruno befriends a boy named Shmuel, who lives on the other side of the fence that surrounds the concentration camp. One day, Bruno decides to sneak into the camp to see what life is like for Shmuel. However, he does not realize the true nature of the camp until it is too late.

The Boy in the Striped Pyjamas is a powerful story about friendship, innocence, and the horrors of war. John Boyne uses his grandmother’s experiences during the Holocaust to bring the events of the past to life for readers. The novel is a moving tale that will stay with you long after you have finished reading it.

In the book, the fence dividing the Jewish people and the Aryan people symbolises the imaginary rift that the Nazi Party had created. When “Shmuel reached down and lifted the base of the fence” it symbolised the two boys breaking the imaginary rift, with the power of friendship. This quote supports the idea that the power of friendship is more powerful than anything else. In the end of the book, Bruno and Shmuel die in the gas chamber holding hands, showing that nothing can break the power of friendship. John Boyne explores the theme of innocence in his novel through narrative voice, dramatic irony and juxtaposition.

A famous quote by Thomas Grey is ‘ignorance is bliss’. For Bruno and Shmuel, ignorance would have been bliss, as they had been thrown into a dark and sinister time and place unwillingly. For most of the book, Bruno and Shmuel had innocent theories about their experiences. However, towards the end of the book, they started having more sinister theories about Auschwitz. By using a third person limited narrative voice, the author is able to emphasise the innocence of the young children. Boyne uses this narrative voice to suggest the boys’ innocence.

For example, in the book, Bruno states, “I don’t understand why we’re not allowed on the other side of the fence. What’s so wrong with us that we can’t go there and play? ” This quote suggests that Bruno is innocent, and does not know the true purpose of the camp. He also believed that the fence was preventing them from going to the other side, and not vice-versa. Dramatic irony is used all throughout the book, to show us the truth through an innocent young boy’s mind.

When Bruno gets injured, he asks Pavel “If you’re a doctor, then why are you waiting on tables? This quote strengthens the idea that Bruno has an innocent mind. Bruno cannot comprehend why a doctor would become a waiter, but the actual reason is clear to the reader. Pavel could not practise as a doctor, as he was Jewish. The author uses juxtaposition to emphasise the innocence of the boys’ minds. When Shmuel and Bruno meet for the first time, they find out that they have the exact same birth date, when Bruno says, “My birthday is April the fifteenth too. ” This quote highlights the idea that Bruno and Shmuel are not very different.

They live on the opposite ends of the Nazi Germany society, yet they do not understand why. It is evident that Bruno and Shmuel do not understand the differences. They have an innocent mind, and do not believe that race is the cause for this segregation. Boyne has placed two innocent children in a much more sinister reality. As has been explored, John Boyne uses narrative voice and other literary devices to convey the ideas around prejudice and discrimination, friendship and innocence in his novel “The Boy in the Striped Pyjamas”.

He conveys these ideas through techniques such narrative voice, dramatic irony, juxtaposition, setting and symbolism. In the end of the book, the author states that “Of course this happened a long time ago and nothing like that could ever happen again. Not in this day and age” Boyne refers to the current conflicts and issues currently happening, and implies that these events are still being mirrored. Boyne has written an extremely intricate and though provoking novel.

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