Submitted to the College of Graduate Studies Bridgewater State University Bridgewater, Massachusetts In partial fulfillment of the requirement for the Degree of Master of Arts in English
Master of Arts in English
The purpose of this study is to discover effective collegiate-level teaching and learning strategies for Vladimir Nabokov’s 1958 novel Lolita in the midst of the current American political and social climate. Some of the factors of the current political and social climate in the United States thought to have an effect on the teaching of Lolita, and were thus considered for further inquiry, were cancel culture, the Me Too Movement, and trigger warnings. Primary research was collected from college students and English college professors. To obtain this research and the opinions of respondents regarding this topic, a combination of both surveys and interviews were distributed and conducted; surveys were distributed to both students and professors and interviews were limited to professors only. The results found in this study were that both students and professors favor the inclusion of trigger warnings, the Me Too Movement has impacted professors’ decisions to currently teach Lolita, and cancel culture does not have a significant effect on teaching and learning Lolita. The ten strategies included in this study are based on current trends in higher education and collegiate pedagogy and the responses from students and professors; they are recommended for effective teaching and learning of Lolita at the collegiate level.
Dr. Joyce Rain Anderson, Chair
Dr. Benjamin Carson, Member
Dr. Kimberly Chabot Davis, Member
Revels, Jasmine. (2021). Lolita in the Contemporary American Classroom: Pedagogical and Learning Approaches. In BSU Master’s Theses and Projects. Item 82.
Available at https://vc.bridgew.edu/theses/82
Copyright © 2021 Jasmine Revels