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This paper argues that, for a teacher attempting to teach this novel, it is important to limit the amount of emotionally reactionary responses and guide the class towards a more allegorical or symbolic representation of the text. This paper is intended for publication in College English, which is a bi-monthly periodical published by the National Council of Teachers of English.
Lolita in the Classroom
At what point does a reader decide whether a narrator is reliable or unreliable, and what real difference does this decision make. If a narrator is deemed reliable, does the story gain any truth or significance that it had been missing before the determination was made? If the narrator is decidedly unreliable, what other sources are available to bring the reader closer to or passed the deceptions of the narrator? At what point does the narrator's unreliability begin to reflect on the author? And if that connection is sustained, should the reader then assume that the author is also unreliable, forever mistrusted and scrutinized? These questions are integral when discussing Vladimir Nabokov's Lolita, for within this novel the reader is asked to separate herself from conventional ideas of morality, decency and reality, and place herself within the trust of an unreliable narrator...
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