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Journal articles on the topic 'To Kill A Mockingbird'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 January 2023

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1

Holcomb, Mark. "To Kill a Mockingbird." Film Quarterly 55, no. 4 (2002): 34–40. http://dx.doi.org/10.1525/fq.2002.55.4.34.

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Over its 40-year life span, Robert Mulligan's To Kill a Mockingbird has achieved an almost mythic status. Luminaries inside and outside the American filmmaking community have touted its virtues as a work of art and a galvanizing incitement to social justice, but few have dared to question its validity as a sociopolitical touchstone. This essay does just that, arguing that, in spite of the film's lingering appeal and aesthetic accomplishments,its low-key warmth, comfortable stereotypes, and ossified good intentions may actually obscure the questions of race and class upon which its iconic reputation rests.

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2

Misselbrook, David. "Books: To Kill A Mockingbird." British Journal of General Practice 70, no. 699 (October 2020): 506. http://dx.doi.org/10.3399/bjgp20x712901.

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3

Downton, Susie. "Defending "To Kill a Mockingbird"." English Journal 87, no. 3 (March 1998): 9. http://dx.doi.org/10.2307/822372.

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4

Champion, Laurie. "Lee's to Kill a Mockingbird." Explicator 61, no. 4 (January 2003): 234–36. http://dx.doi.org/10.1080/00144940309597825.

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5

Hartsell-Gundy, Arianne A. "Book Review: Reading Harper Lee: Understanding To Kill a Mockingbird and Go Set a Watchman." Reference & User Services Quarterly 58, no. 4 (October 25, 2019): 267. http://dx.doi.org/10.5860/rusq.58.4.7169.

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Reading Harper Lee: Understanding To Kill a Mockingbird and Go Set a Watchman by Claudia Durst Johnson is meant to assist students studying the work of Harper Lee by providing context for her life and work and examining key topics such as race, class, and gender. It functions in some ways as an update to Johnson’s Understanding To Kill a Mockingbird: A Student Casebook to Issues, Sources, and Historic Documents (Greenwood, 1994) since it includes analysis of Go Set A Watchman. Rather than being a replacement for the 1994 reference work, it functions as a great complement for a student studying Harper Lee. While Understanding To Kill a Mockingbird provides numerous primary documents to help a student understand the historical context, Reading Harper Lee provides a more concise analysis of themes, which potentially makes it more accessible to a student new to literary criticism.

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6

Jolley, Susan Arpajian. "Integrating Poetry and "To Kill a Mockingbird"." English Journal 92, no. 2 (November 2002): 34. http://dx.doi.org/10.2307/822224.

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7

Quealy-Gainer, Kate. "I Kill the Mockingbird by Paul Acampora." Bulletin of the Center for Children's Books 67, no. 10 (2014): 494. http://dx.doi.org/10.1353/bcc.2014.0415.

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8

Dare, Tim. "Lawyers, Ethics, and To Kill a Mockingbird." Philosophy and Literature 25, no. 1 (2001): 127–41. http://dx.doi.org/10.1353/phl.2001.0003.

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9

Saney, Isaac. "The Case Against To Kill a Mockingbird." Race & Class 45, no. 1 (July 2003): 99–105. http://dx.doi.org/10.1177/0306396803045001005.

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10

Andri, Harianto, and Yohanes Tuaderu. "Racism in Harper Lee’s To Kill A Mockingbird." LINGUA LITERA : journal of english linguistics and literature 4, no. 1 (June 4, 2019): 13–27. http://dx.doi.org/10.55345/stba1.v4i1.3.

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This article presents Harper Lee’s concern on racism reflected in the novel To Kill A Mockingbird. This research aims to scrutinize the view point of the main character – Scout – about racism. There are two problems to discuss: first, the society’s influence to the development of racism, and second, the social relation between Whites and Blacks. The discussion is begun with the description of the social conflict in America in 1930s at a glance using habitus theory and symbolic violence by Pierre Bourdieu. Habitus theory is used to analyze the influence of society to the emergence of racism, and the symbolic violence is used to highlight the social relation of whites and blacks. The analysis is conducted by applying library research method to collect information and data related to the discussion. After finishing the research, the writers find that the social condition in 1930s supported the growth of racism in Southern part of the USA. The great depression in economic field also made racism grew faster. Consequently, the blacks became the victims of white prejudice and discrimination.

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Rezazade, Faeze, Esmaeil Zohdi, and Sohila Faghfori. "Negro’s “Double Consciousness” in To Kill a Mockingbird." Theory and Practice in Language Studies 6, no. 12 (December 1, 2016): 2292. http://dx.doi.org/10.17507/tpls.0612.08.

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Living among the Whites has caused many problems for the Blacks throughout the history. African Americans, who are African in their roots and American in their life, as opposite races, are segregated from the White’s societies due to their colored skin. They are considered as uncivilized and lowbrow people who do not have equal rights to the Whites. Thus, racial segregation acting like a veil, as Du Bois refers to, brings African Americans a dual identity which leads to their double consciousness. Harper Lee’s To Kill a Mockingbird, written in 1960, further to its depiction of racial prejudice and discrimination issues of American society in 1930’s, pictures the life of a minor character named Calpurnia as a black woman who lives with a white family and has the role of a mother for the white children. Therefore, living among the Whites and the Blacks at the same time leads her to a double consciousness, which is the result of segregation. Thus, using W. E. B. Du Bois’ concepts of “veil” and “double consciousness”, in this study it has been tried to investigate the inner as well as the outer truth of African Americans’ life and their merged identity under the impact of racism.

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12

Grabar, Mary. "Show Trial: To Kill a Mockingbird on Stage." Academic Questions 29, no. 3 (July 26, 2016): 279–84. http://dx.doi.org/10.1007/s12129-016-9580-x.

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13

Potyk, Darryl, and Cicely W. White. "Another Lesson from the Mockingbird: Institutional Racism in Harper Lee's To Kill A Mockingbird." American Journal of Medicine 133, no. 11 (November 2020): 1360–61. http://dx.doi.org/10.1016/j.amjmed.2020.07.008.

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Potyk, Darryl, and Judy Swanson. "A Lesson from the Mockingbird: Patient Autonomy in Harper Lee's To Kill a Mockingbird." American Journal of Medicine 127, no. 1 (January 2014): 100. http://dx.doi.org/10.1016/j.amjmed.2013.08.015.

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15

Ario Masai, M. Erwinsyah. "An Analysis Moral Values In Novel “To Kill A Mockingbird” By Harpeer Lee’s As An Alternative Teaching Material In High School." Griya Cendikia 7, no. 2 (August 1, 2022): 434–46. http://dx.doi.org/10.47637/griya-cendikia.v7i2.354.

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Moral value is important in general or values that can drive people to act or do something, and are a source of motivation. Moral values are extrinsic elements in novels that are useful for life and suitable for teaching material. This means that the material detailed for learning activities must be material that really supports the achievement of Core Competencies and basic competencies. Therefore, the researcher examines moral values as a reference in the novel "To Kill A Mockingbird". The term moral is often also referred to as morality, character, or morals. Moral is a person's actions, behavior, words in interacting with other humans. This research discusses moral values in the novel “To Kill A Mockingbird” by Harpeer Lee. The purpose of this study is to find the moral values contained in the novel "To Kill A Mockingbird" by Harpeer Lee. The results of this study discuss several elements contained in the extrinsic elements. The intrinsic elements discussed in this study are moral values related to the value of justice, moral values related to the value of honesty, and moral values related to the value of responsibility. . In this study, the researcher used a descriptive method is used to describe the moral values contained in the novel "To Kill A Mockingbird". The results of this study discuss several elements contained in the extrinsic elements. The intrinsic elements discussed in this study are moral values related to the value of justice, moral values related to the value of honesty, and moral values related to the value of responsibility. On moral values related to justice, the researcher managed to find 31 quotes related to justice. Then, related to the moral value of honesty, the researcher managed to find 18 quotes related to the moral value of honesty. Then and the last is the moral value related to responsibility, the researcher managed to find 31 quotes related to the moral value of responsibility.

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16

Sohn, Hongeal. "Disability, a Mockingbird, and a Mad Dog: A Re-reading of To Kill a Mockingbird." British and American Language and Literature Association of Korea 126 (September 30, 2017): 65–81. http://dx.doi.org/10.21297/ballak.2017.126.65.

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17

M. Daikh, Hameed. "RACIST MANIFESTATIONS IN HARPER LEE'S “TO KILL A MOCKINGBIRD”." International Journal of Research in Social Sciences and Humanities 10, no. 4 (December 20, 2020): 445–50. http://dx.doi.org/10.37648/ijrssh.v10i04.042.

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18

Hahn, Meeya. "Literary Education and Cultivating Compassion: To Kill a Mockingbird." Korean Society for Teaching English Literature 23, no. 3 (December 31, 2019): 115–33. http://dx.doi.org/10.19068/jtel.2019.23.3.06.

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19

Mohammed, Mushtaq A., and May H. Abd Alhadi. "Child Narration in Harper Lee’s “To Kill a Mockingbird”." Koya University Journal of Humanities and Social Sciences 3, no. 1 (June 27, 2020): 150–55. http://dx.doi.org/10.14500/kujhss.v3n1y2020.pp150-155.

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Children's stories have a significant role in American literature. Such a role is regarded as both instructive and entertaining. A child narration, to Harper Lee (1926–2016), the American novelist, reveals some hidden messages about how a child can develop and can succeed to conform to society. A narrator, to her, could or could not be a character in the events. If a child narrates the events of a novel, he/she will definitely simplify the topics he/she narrates. Hence, Lee’s To Kill a Mockingbird portrays a world that is exotic to the reader. The present paper aims to explore how the novel introduces the struggles and the disadvantages of Western society through a child’s narration, which includes the point of view and language. It also tackles how the capacity of childhood innocence shows people’ behavior clearly. This study tries to find some answers to the following questions: Why did Lee use child narration? What is the aim of using first-person narration? Was the narrator successful in reflecting the truth of events as adults did? The paper also aims at shedding light on the western problems through the child’s eyes. It attempts through child narration to expose people’s deceptive appearances, racism, and class distinction.

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20

Wang, Siyu. "The Characters of Jean Louise Scout Finch in the Absence of Maternal Love." Journal of Higher Education Research 3, no. 1 (February 26, 2022): 91. http://dx.doi.org/10.32629/jher.v3i1.660.

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This report will take Jean Louise Scout Finch, a little girl in To Kill a Mockingbird, as an example, to figure out the features that a motherless kid has in a certain period of time. Our discussion will base on three typical characters on Scout Finch.

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21

Dare, Tim. "Virtue Ethics, Lawyers and Harper Lee's To Kill a Mockingbird." Journal of Interdisciplinary Studies 19, no. 1 (2007): 81–100. http://dx.doi.org/10.5840/jis2007191/25.

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Atticus Finch, the lawyer-hero of Harper Lee's To Kill a Mockingbird, played by Gregory Peck in the classic 1962 film version, has been adopted as an exemplar by advocates of a virtue ethics approach to legal ethics. When Atticus condones a departure from the rules of law in order to spare Boo Radley a trial, these theorists argue, he displays practical wisdom, or phronesis, and shows that the good lawyer gives priority to judgement and character over rules and principles. Yet Atticus can be understood in a quite different way as a tragic figure who, when faced with the possibility of a tragedy in Boo's case, abandons the commitment to law which earlier was a central part of his character. From this perspective, Atticus' lesson for legal ethics is not about the priority of judgement and character, but instead about the value of the rules and principles he abandons.

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22

Yoon, Cheong-Ok. "A Study on To Kill a Mockingbird As 'One Book'." Journal of the Korean Society for Library and Information Science 48, no. 4 (November 30, 2014): 115–33. http://dx.doi.org/10.4275/kslis.2014.48.4.115.

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23

Frank, Jeff. "What Is John Dewey Doing in To Kill a Mockingbird?" Education and Culture 31, no. 1 (2015): 45–59. http://dx.doi.org/10.1353/eac.2015.0006.

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24

Tanış, Ayfer, and Lütfiye Cengizhan. "Analyzing the novel “to kill a Mockingbird” in literature class." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 4387–91. http://dx.doi.org/10.1016/j.sbspro.2010.03.698.

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25

Jayaputri, Herlandri Eka. "The Educational Values as Reelected in Harper Lee Novel’s to Kill A Mocking Bird." Acuity: Journal of English Language Pedagogy, Literature and Culture 7, no. 1 (February 6, 2022): 123–35. http://dx.doi.org/10.35974/acuity.v7i1.2483.

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This study aims to describe the good characterizations of the main characters, the plot, and the educational values in the novel To Kill a Mockingbird by Harper Lee. This current study employed the qualitative method. The research provided the secondary data derived from To Kill a Mockingbird Novel by Harper Lee. For the data collection, document analysis was used as the researcher read the novel, collected suitable data, made sense of the data, and selected the unit of analysis (Satu Elo et al., 2014). The results of this research are as follows; the first, the good characterization of the novel is curious, diligent, wise, caring, creative, and brave. The second, plot of the novel is the regressive plot because the novel talked about the experience of Scout and Jem and it is described using the theory of Tennyson in Subhan as follows; exposition, rising action, crisis, falling action, and resolution. Third, the educational values of the novel are divided into four elements namely; values of religious education, values of moral education, values of social education, and values of cultural education.

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26

Suzuki, Akiyoshi. "Et Tu, Atticus!: The Hero of "To Kill a Mockingbird" and the Cold War." IAFOR Journal of Arts & Humanities 8, no. 1 (August 25, 2021): 21–33. http://dx.doi.org/10.22492/ijah.8.1.02.

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Against the background of the Cold War, this article rethinks the novel (1960) and film (1962) To Kill a Mockingbird, more specifically Atticus Finch’s characterization as the courageous, unblemished defender of an unjustly accused black man in the American South. Because of Atticus’s unrelenting efforts to exonerate Tom Robinson, he has been proclaimed the 20th century’s greatest American movie hero. At a closer look, however, it turns out that, while Atticus fights hard for Tom, he nevertheless, and as a matter of course, abandons the investigation into the stabbing death of Bob Ewell, a poor white man and Tom’s accuser. The New Yorker magazine noted this conflict in the movie. So, it begs the question: from what social attitudes does this broad-spectrum admiration for Atticus emerge? This article proposes an answer: it originates in identity-centrism, an attitude that underlies United States ideology during the Cold War era and results, specifically, in a total disregard for the poor. In other words, To Kill a Mockingbird is not a closed-ended novel of good versus evil, but an open-ended work that raises a troubling question about diversity.

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27

Cook, Trevor. "“Well, Heck”: Confounding Grace in Harper Lee’s To Kill a Mockingbird." Christianity & Literature 66, no. 4 (September 2017): 656–74. http://dx.doi.org/10.1177/0148333117697453.

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Lawyers love to write about To Kill a Mockingbird, which they believe to have been written by one of their own, but as the recent publication of an early draft of Harper Lee’s best-selling novel reveals, there is more to her Pulitzer Prize-winning story of the American South than an exhilarating trial scene and an exemplary lawyer. This article attends to the importance of grace in the development of Lee’s artistic vision through a close reading of the novel’s morally compromised conclusion, where an incarnational ethic of love ultimately (though perhaps imperfectly) fulfills the purpose of the law.

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Sastrawijaya, Meity Dhaliani. "THE CHARACTER AND MORAL VALUES IN “TO KILL A MOCKINGBIRD” BY HARPER LEE." INFERENCE: Journal of English Language Teaching 3, no. 1 (April 19, 2021): 81. http://dx.doi.org/10.30998/inference.v3i1.6070.

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<p class="Penulis">The purpose of the research is to find out the character and the moral values in the novel “To Kill a Mockingbird” by Harper Lee. This research is designed as qualitative research. The approach that the writer uses is qualitative. The data are collected by analyzing the data found in the novel. The analysis of the novel is undertaken on the dialogues. The result of the research is the form of character and moral values. 1) The character that emerges in the novel “To Kill a Mockingbird” is the protagonist, antagonist, and foil characters. The protagonist is 70 %, the antagonist is 18 %, and the foil character is 12 %. It means that the character who dominates in the novel is the protagonist. This novel's point is to lead the readers to appreciate others 2) There are seven moral values in the novel: respect, kindness, conscience, self-control, empathy, tolerance, and fairness. The moral value in the novel, respect gets 28 %, kindness is 10 %, conscience is 15%, self-control is 5 %, empathy is 15%, tolerance is 13%, and fairness is 15%. It means that moral values that dominate in the novel convey particularly to the readers is respect.</p>

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29

Rezazade, Faeze, and Esmaeil Zohdi. "The Power of being Color-Blind in To Kill a Mockingbird." International Letters of Social and Humanistic Sciences 71 (July 2016): 47–53. http://dx.doi.org/10.18052/www.scipress.com/ilshs.71.47.

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Discrimination and racial injustice towards Blacks have existed among the groups of people since the very beginning of their gatherings as a communication and society. Throughout history, people of colored skin, especially Blacks, were not accepted in the Whites’ communities due to the Whites’ thought of supremacy over them. Regardless of their positive role and doing manual labor in keeping the wheels of the Whites’ industry turning, Blacks were always treated as nonhuman and “clownish” creatures born to serve Whites. African Americans are the main groups of Blacks who suffer from discrimination and racial injustice because they are living among Whites, though segregated from the Whites’ society. However, there are many white individuals who do not consider the skin color and treat Blacks as human beings and only humanity and good nature of the people matters to them. Nelle Harper Lee in her masterpiece, To Kill a Mockingbird, written in 1960, introduces three children (Scout, Jem, and Dill) and Atticus, who is Scout and Jem’s father, as color-blind characters who fraternize with Blacks as humans without paying attention to their skin color. Therefore, using W. E. B. Du Bois’ thoughts- regarding prejudice, discrimination, and racial injustice- in this article it has been tried to investigate Atticus’ and three children’s color blindness in the case of racism in To Kill a Mockingbird.

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30

Frank. "What Is John Dewey Doing in To Kill a Mockingbird?" Education and Culture 31, no. 1 (2015): 45. http://dx.doi.org/10.5703/educationculture.31.1.45.

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31

Abdul Aziz, Azlina, and Nurul Shahira Mohd Raffi. "Developing board games to teach literary elements in ‘To Kill a Mockingbird’." Religación. Revista de Ciencias Sociales y Humanidades 4, no. 22 (December 30, 2019): 186–95. http://dx.doi.org/10.46652/rgn.v4i22.569.

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The purpose of this research is to interrogate the effectiveness of developing board games to teach literary elements such as characters, setting and themes based on the literary text ‘To Kill a Mockingbird’ by Harper Lee. The development of board games in teaching English literature aims to help student teachers to critically examine their understanding of the approaches to teaching literature. It will further develop critical appreciation and cultural awareness for students whose English is a second language. This study is based on a course ‘Teaching of literature: Reading the word and the world’ taught to 45 Year 2 TESL undergraduate student teachers at the Faculty of Education, UKM. This case study was designed with four methods of data collection namely questionnaire, interview, student teachers’ board games and reflective essays. In this study, the student teachers had formed six groups and then had chosen either a theme or a character such as ‘Tom Robinson’, ‘Atticus Finch’, ‘Boo Radley’, ‘Scout Finch’, ‘Gender stereotyping’ and ‘Racism’ to be developed further into board games. They later reflected on the whole process of developing board games, identifying its strengths, weaknesses and suggestions on how to improve it. Generally, the participants perceived that developing board games helps them to teach the literary elements such as characters, setting and themes to the pupils.

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32

Stow, Simon. "Where is Finch's Landing? Rereading To Kill A Mockingbird As Moral Pedagogy." Philosophy and Literature 45, no. 1 (2021): 157–71. http://dx.doi.org/10.1353/phl.2021.0010.

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33

Naa Baako Ako-Adjei. "Why It's Time Schools Stopped Teaching To Kill a Mockingbird." Transition, no. 122 (2017): 182. http://dx.doi.org/10.2979/transition.122.1.24.

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34

Kelley, James B. "Reading TO KILL A MOCKINGBIRD and GO SET A WATCHMAN as Palimpsest." Explicator 74, no. 4 (October 2016): 236–39. http://dx.doi.org/10.1080/00144940.2016.1238809.

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35

Shin, Sabin. "The Intertextuality and Sequel Potential of the Film To Kill a Mockingbird." Korean Society of Culture and Convergence 42, no. 9 (September 30, 2020): 321–47. http://dx.doi.org/10.33645/cnc.2020.09.42.9.321.

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36

Iannone, Carol. "No Longer Black and White: A Forum on To Kill a Mockingbird." Academic Questions 29, no. 3 (August 25, 2016): 243–78. http://dx.doi.org/10.1007/s12129-016-9581-9.

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37

Kim, Wook-Dong. "“Ethical” or “Ethnical”?: Some Textual Errors in Harper Lee’s To Kill a Mockingbird." Explicator 79, no. 1-2 (April 3, 2021): 18–20. http://dx.doi.org/10.1080/00144940.2021.1891013.

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38

May, Jill P. "Censors as Critics: To Kill a Mockingbird as A Case Study." Children's Literature Association Quarterly 1987, no. 1 (1987): 91–95. http://dx.doi.org/10.1353/chq.1987.0001.

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39

Hahn, Mee-ya. "On Christian Community from Calvinistic Viewpoint in Harper Lee’s To Kill a Mockingbird." Literature and Religion 22, no. 1 (March 31, 2017): 177–98. http://dx.doi.org/10.14376/lar.2017.22.1.177.

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40

K. Ryan, Mary. "Filming Change: Civil Rights through the Lens of Guess Who’s Coming to Dinner? and To Kill a Mockingbird." [Inter]sections 9, no. 23 (January 4, 2021): 1–16. http://dx.doi.org/10.31178/inter.9.23.1.

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The 1960s were a turbulent decade in the United States. Significant social changes, especially in the realm of antiracism and antisexism, were afoot. Concurrently, in an echo to such dramatic social change, popular culture was also evolving. This article examines two relevant films to evaluate their ability to perform a moral critique of gender and racial politics in the 1960s. Alongside an analysis of social and political trends and Supreme Court cases, I compare two critically acclaimed industry films, To Kill a Mockingbird (1962) and Guess Who’s Coming to Dinner (1967), to better understand cultural and political reforms in the 20th century.

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41

Mackey, Margaret, Leslie Vermeer, Dale Storie, and Elizabeth DeBlois. "The Constancy of the School "Canon": A Survey of Texts Used in Grade 10 English Language Arts in 2006 and 1996." Language and Literacy 14, no. 1 (January 25, 2012): 26. http://dx.doi.org/10.20360/g29882.

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This article reports on a 2006 survey of texts used in Grade 10 English language arts classes in Edmonton, Alberta. The survey uses the same instrument as a previous 1996 survey and provides comparative data from a section of the same pool as participated in 1996. In terms of the most popular titles, there has been very little change during that decade. To Kill a Mockingbird and Romeo and Juliet continue to be the most widely taught texts by a considerable margin. Texts taught in only one class show more variability. Reasons for the striking constancy of the title list are considered.

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42

Curry, Robert L. "Florida Scrub Jay Kills a Mockingbird." Condor 92, no. 1 (February 1990): 256–57. http://dx.doi.org/10.2307/1368414.

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43

Atkinson, Rob. "Liberating Lawyers: Divergent Parallels in "Intruder in the Dust" and "To Kill a Mockingbird"." Duke Law Journal 49, no. 3 (December 1999): 601. http://dx.doi.org/10.2307/1373084.

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44

Wigati, Latifah Maurinta, and H. Sofyan Sauri. "The value of family education in novel To Kill a Mockingbird: A hermeneutic study." International Journal of Languages and Culture 1, no. 2 (June 5, 2021): 8. http://dx.doi.org/10.51483/ijlc.1.2.2021.8-13.

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45

McDonnell, Maureen. "Deafness and Dominance: Analyzing The Oregon Shakespeare Festival’s Production of To Kill a Mockingbird." Comparative Drama 49, no. 4 (2015): 475–99. http://dx.doi.org/10.1353/cdr.2015.0040.

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46

Stephens, Robert O. "The Law and the Code in Harper Lee's To Kill a Mockingbird." Southern Cultures 1, no. 2 (1995): 215–27. http://dx.doi.org/10.1353/scu.1995.0080.

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47

Falter, Michelle M. "A Re-Vision of To Kill a Mockingbird and Roll of Thunder, Hear My Cry." Study and Scrutiny: Research on Young Adult Literature 1, no. 1 (May 31, 2015): 125. http://dx.doi.org/10.15763/issn.2376-5275.2015.1.1.125-155.

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In this paper the author argues for a “re-visioning” of two young adult literature texts by examine the ways in which race is constructed/deconstructed within <em>To Kill a Mockingbird</em> and <em>Roll of Thunder, Hear My Cry. </em>The piece begins by examining how the books are perceived in mass culture, then leads into an analysis of how race is (de)constructed through key scenes related to family, history and land ownership. By examining the two pieces of literature in tandem, differing ideologies become apparent. Implications for the teaching of these texts in light of these ideologies, the selective tradition, and authenticity in the selection of multicultural texts conclude this piece.

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Rapping, Jonathan. "It’s a Sin to Kill a Mockingbird: The Need for Idealism in the Legal Profession." Michigan Law Review, no. 114.6 (2016): 847. http://dx.doi.org/10.36644/mlr.114.6.sin.

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Abstract:

“[T]he first thing I lost in law school was the reason that I came.” This prescient quote by an unnamed law student defines, in a single sentence, our growing problem in training lawyers. From the moment he or she steps foot in a law school classroom, the future lawyer feels a strong pull to pursue a career that has nothing to do with justice. The law school experience will discourage the future lawyer from pursuing a career advocating for those in society who most need a voice. Once graduated, the young lawyer will enter a world where he or she is rewarded for billing the most hours at the highest rate, rather than for serving those with the least access to justice. As a result, most lawyers will experience a sense of purposelessness in their careers, and most low-income Americans will not have access to a lawyer when important interests are at stake.

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Aycock, Estelle. "Electronic Media: Teaching Film as Literature: "Places in the Heart" and "To Kill a Mockingbird"." English Journal 75, no. 4 (April 1986): 85. http://dx.doi.org/10.2307/819389.

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Sapozhnikova, Yulia L. "“To Kill a Mockingbird” and “Go Set a Watchman”: Two Approaches to the Racial Problem." Observatory of Culture 14, no. 3 (January 1, 2017): 364–70. http://dx.doi.org/10.25281/2072-3156-2017-14-3-364-370.

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