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Though one of America's best known and loved novels, Mark Twain's
"Adventures of Huckleberry Finn "has often been the object of
fierce controversy because of its racist language and reliance on
racial stereotypes. This collection of fifteen essays by prominent
African American scholars and critics examines the novel's racist
elements and assesses the degree to which Twain's ironies succeed
or fail to turn those elements into a satirical attack on racism.
Ranging from the laudatory to the openly hostile, these essays
include personal impressions of "Huckleberry Finn," descriptions of
classroom experience with the book, evaluations of its ironic and
allegorical aspects, explorations of its nineteenth-century
context, and appraisal of its effects on twentieth-century African
American writers. Among the issues the authors contend with are
Twain's pervasive use of the word "nigger," his portrayal of the
slave Jim according to the conventions of the minstrel show
"darky," and the thematic chaos created by the "evasion" depicted
in the novel's final chapters.
Sure to provoke thought and stir debate, "Satire or Evasion?"
provides a variety of new perspectives on one of this country's
most troubling classics.
"Contributors. "Richard K. Barksdale, Bernard W. Bell, Mary Kemp
Davis, Peaches M. Henry, Betty Harris Jones, Rhett S. Jones, Julius
Lester, Donnarae MacCann, Charles H. Nichols, Charles H. Nilon,
Arnold Rampersad, David L. Smith, Carmen Dubryan, John H. Wallace,
Kenny Jackson Williams, Fredrick Woodard
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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