How does one teach Mark Twain's "Huckleberry Finn," a book as
controversial as it is central to the American literary canon? This
collection of essays edited by James S. Leonard offers practical
classroom methods for instructors dealing with the racism, the
casual violence, and the role of women, as well as with structural
and thematic discrepancies in the works of Mark Twain.
The essays in "Making Mark Twain Work in the Classroom" reaffirm
the importance of Twain in the American literature curriculum from
high school through graduate study. Addressing slavery and race,
gender, class, religion, language and ebonics, Americanism, and
textual issues of interest to instructors and their students, the
contributors offer guidance derived from their own demographically
diverse classroom experiences. Although some essays focus on such
works as "A Connecticut Yankee in King Arthur's Court" and "The
Innocents Abroad," most discuss the hotly debated "Adventures of
Huckleberry Finn," viewed alternately in this volume as a comic
masterpiece or as evidence of Twain's growing pessimism--but always
as an effective teaching tool.
By placing Twain's work within the context of nineteenth-century
American literature and culture, "Making Mark Twain Work in the
Classroom" will interest all instructors of American literature. It
will also provoke debate among Americanists and those concerned
with issues of race, class, and gender as they are represented in
literature.
"Contributors." Joseph A. Alvarez, Lawrence I. Berkove, Anthony
J. Berret, S.J., Wesley Britton, Louis J. Budd, James E. Caron,
Everett Carter, Jocelyn Chadwick-Joshua, Pascal Covici Jr., Beverly
R. David, Victor Doyno, Dennis W. Eddings, Shelley Fisher Fishkin,
S. D. Kapoor, Michael J. Kiskis, James S. Leonard, Victoria Thorpe
Miller, Stan Poole, Tom Reigstad, David E. E. Sloane, David
Tomlinson
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