Abstract
ABSTRACT This narrative inquiry explores the author’s attempt to teach Henry James’s novella The Turn of the Screw in a high school English class, making the celebration of confusion – in the tradition of John Dewey – the cornerstone of the experience. The students’ interpretive discourse is analysed, prompting reflection on promising approaches, opportunities, and challenges connected with teaching difficult literary texts in high school and introductory college courses.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
