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The Urban Review

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01.06.2014

Critical Race Theory, Hip Hop, and Huck Finn: Narrative Inquiry in a High School English Classroom

verfasst von: Jennifer L. Martin

Erschienen in: The Urban Review | Ausgabe 2/2014

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Abstract

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.

Vorheriger Artikel Accidents of Birth: Rawls’s Original Position as the Mother’s Womb

Nächster Artikel “Does Hope Change? Testing a Project-Based Health Intervention Among Urban Students of Color”

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Titel: Critical Race Theory, Hip Hop, and Huck Finn: Narrative Inquiry in a High School English Classroom
verfasst von: Jennifer L. Martin
Publikationsdatum: 01.06.2014
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 2/2014
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-013-0250-9

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