ERIC Number: EJ1039631
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 40
Critical Race Theory, Hip Hop, and "Huck Finn": Narrative Inquiry in a High School English Classroom
Martin, Jennifer L.
Urban Review: Issues and Ideas in Public Education, v46 n2 p244-267 Jun 2014
This study explores the impact of reading "Huckleberry Finn" through the lens of critical race theory for both teacher and students in a racially diverse urban high school environment. The teacher/researcher used narrative inquiry and creative non-fiction to examine student language usage, white privilege (including her own), and student reaction to the novel in a collaborative qualitative study. Major findings include distinct differences between students of color and white students in their level of teacher trust and their views on reclamation.
Descriptors: Critical Theory, Race, Novels, United States Literature, Urban Schools, Teaching Methods, Teacher Researchers, Minority Group Students, Discourse Analysis, High School Students, Reader Text Relationship, White Students, Advantaged, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A