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.
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Martin, J.L. Critical Race Theory, Hip Hop, and Huck Finn: Narrative Inquiry in a High School English Classroom. Urban Rev 46, 244–267 (2014). https://doi.org/10.1007/s11256-013-0250-9
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DOI: https://doi.org/10.1007/s11256-013-0250-9