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

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.