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

Autor/in	Martin, Jennifer L.
Titel	Critical Race Theory, Hip Hop, and "Huck Finn": Narrative Inquiry in a High School English Classroom
Quelle	In: Urban Review: Issues and Ideas in Public Education, 46 (2014) 2, S.244-267 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-013-0250-9
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Novel; Roman; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerforschung; Diskursanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Qualitative Forschung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10