Abstract
The Great Gatsby is a seminal novel in American high-school classrooms, and although educators should be aware of assigning diverse texts equitably on their syllabi, Fitzgerald’s 1925 classic is a part of the traditional canon of literature with modern relevance. Gatsby can be made relatable to all students, especially students who are Black, Indigenous, or People of Color (BIPOC) through various pedagogies: immersive history, Socratic discussions, debates, and other engaging activities. In a world of smartphones and mass media, embracing students’ predilections for screen time through film with Baz Luhrmann’s 2013 adaptation is also a beneficial approach. Taking a racial justice approach to the novel will also help create a classroom space for students of varying racial, ethnic, and social backgrounds to discuss current events related to the murder of George Floyd, the protests and rebellion across the United States, and the Black Lives Matter movement. Jay Gatsby mirrors the lives of many teenagers who navigate a society that attempts to put them in their place based on their racial/ethnic backgrounds. As the rift between the “inside” society of white privilege and financial stability and the “outside” world of diverse, working-class Americans widens, The Great Gatsby should remain a staple text of American classrooms.
