Context

• Class

  • Social Inequality: Priestley uses the characters to show the sharp divisions between the upper and working classes, particularly through the Birlings’ treatment of Eva Smith.
  • Privilege and Responsibility: Characters like Mr. Birling and Mrs. Birling view their social position as something to be protected, while the Inspector advocates for collective responsibility, especially for those in positions of privilege.
  • Generational Divide: The younger generation, represented by Sheila and Eric, becomes more socially conscious, signaling hope for a more equal and just society, while the older generation, Mr. and Mrs. Birling, resist change and continue to uphold traditional class structures.
• Gender

  • Gender Roles in 1912: The play reflects the traditional gender roles of the time, where women were expected to be subservient and fulfill domestic roles. Men, on the other hand, were expected to be the breadwinners and decision-makers.
  • The Female Experience: The play critiques the gender inequalities faced by women, especially working-class women like Eva Smith, who were subject to exploitation by men in power.
  • Sheila as a Progressive Character: Sheila represents the changing role of women, as she challenges her initial naivety and grows into someone who understands her social responsibility and the power dynamics between men and women.
  • The Inspector as a Social Reformer: The Inspector represents progressive social views, advocating for equality and collective responsibility. His messages challenge the sexist attitudes held by the Birlings.
• Age

  • Generational Divide: The contrast between the older and younger generations is central to the play’s critique of social responsibility. The younger characters, particularly Sheila and Eric, are open to self-reflection and change, while the older characters (Mr. and Mrs. Birling) are stubborn and unwilling to adapt to new social values.
  • Responsibility and Change: The older generation represents the pre-war mindset: one that is resistant to change, protective of privilege, and focused on individualism. In contrast, the younger generation is more open to collective responsibility, empathy, and the possibility of social reform.
  • Hope for Progress: Through characters like Sheila and Eric, Priestley suggests that change is possible and that the younger generation holds the key to a more socially responsible and equitable future.
• Social justice pt1

  • Collective Responsibility vs. Individualism: Mr. Birling and the older generation believe in individualism and self-reliance, rejecting the idea that people have a collective responsibility for others, especially those of lower social classes. In contrast, the Inspector’s socialist ideals emphasize interconnectedness and collective moral responsibility.
  • Generational Divide: The younger characters, especially Sheila and Eric, begin to accept their role in society and take responsibility for their actions, whereas their parents resist change and deny any accountability. This marks a shift toward a more socially responsible generation.
• Social justice pt2

  • Social Inequality and Exploitation: The play critiques the exploitation of the working class, particularly women like Eva Smith, and the systemic failure of society to support those who are vulnerable. The Birlings’ indifference to their actions illustrates the lack of social responsibility from the wealthy upper class.
  • Hope for Change: Through the character of the Inspector and the growth of the younger generation, Priestley suggests that social responsibility can be learned and that change is possible. The younger characters' transformation signals hope for a more empathetic and responsible society.