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The Urban Review

, Volume 46, Issue 2, pp 244–267 | Cite as

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

  • Jennifer L. Martin
Article
First Online:

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.

Keywords

Critical race theory Critical race pedagogy Narrative research Huck Finn 
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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.Department of EducationUniversity of Mount UnionAllianceUSA

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