Reading Grand Theft Auto: Improvisational Urban Literacy

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2 Scopus citations


This article relies on nonrepresentational narrative research to consider improvisational urban literacy. The author uses narrative to theorize the choice to teach Grand Theft Auto: San Andreas in urban high school English classrooms. The author positions this decision as the surprising result of an improvisational, urban literacy pedagogy meant to locate and address issues of race and gender in a video game. This article calls for a broader view of textuality that affirms, supports, and celebrates emergent teacher decision making, as well as practices of urban literacy education that broaden the notion of what constitutes a text.

Original languageEnglish (US)
Pages (from-to)1827-1852
Number of pages26
JournalUrban Education
Issue number8
StatePublished - Oct 2023

All Science Journal Classification (ASJC) codes

  • Education
  • Urban Studies


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