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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 racism, casual violence, and the role of women in the works ...

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 racism, casual violence, and the role of women in the works of Mark Twain, as well as with their structural and thematic discrepancies.

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 ebonies, 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 volumeas a comic,masterpiece or as evidence of Twain's growing pessimism -- but always as an effective teaching tool.

Darder examines the impact of dominant cultural forces on the lives of students from disenfranchised communities and confronts the cultural values and practices that serve to marginalize Black, Latino, Asian, and other bicultural students. She offers a set of theoretical principles from which to ...

Darder examines the impact of dominant cultural forces on the lives of students from disenfranchised communities and confronts the cultural values and practices that serve to marginalize Black, Latino, Asian, and other bicultural students. She offers a set of theoretical principles from which to develop a critical practice of bicultural education, and provides classroom teachers with a critical perspective by which they can evaluate their current practices with bicultural students. The book concludes with a practical study of bicultural development at one college.

The third edition of this well-known text continues the mission of its predecessors--to help teachers link research and theory regarding creativity to the everyday activities of classroom teaching. Part I (chapters 1-4) includes information on theories of creativity, characteristics of creative ...

The third edition of this well-known text continues the mission of its predecessors--to help teachers link research and theory regarding creativity to the everyday activities of classroom teaching. Part I (chapters 1-4) includes information on theories of creativity, characteristics of creative individuals, talent development, and motivation and creativity. Part II (chapters 5-8) includes strategies designed to explicitly teach creative thinking, to weave creative thinking into content area instruction, and to organize basic classroom activities (grouping, lesson planning, assessment, grading) in ways that support students' creativity. *Pedagogy --Within each chapter reflection questions and sample lesson plans help the reader adapt ideas to their own teaching situations. *Changes --In addition to general updating, there is new material on cross-cultural concepts of creativity, on teaching for creativity in an age of standards (including lessons tied directly to state standards), and on collaborative creativity. * Audiences --This book is suitable for any course that deals wholly or partly with creativity in teaching, teaching the gifted and talented, or teaching thinking and problem solving. Such courses are variously found in departments of special education, curriculum and instruction, or educational psychology.