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Education in a Hip-Hop nation: Our identity, politics & pedagogy
Abstract
Contemporary Hip-Hop scholarship has revealed that Hip-Hop is a racially diverse, youth-driven culture, that is intimately connected to prior as well as on-going social justice movements (Chang, 2004; Kitwana, 2002). This study explores its Afro-Diasporic and activist origins, as well as the impact of Hip-Hop culture on the identity development of educators belonging to the Hip-Hop generation(s). This qualitative study also examines how Hip-Hop culture impacts educators' identity politics and personal pedagogy, while seeking to create a new model of Social Justice Hip-Hop Pedagogy. This study was produced through twenty-three in-depth interviews with influential Hip-Hop educators or “elites” (Thomas, 1993; Aberbach & Rockman, 2002; Becker & Meyers, 1974; Zuckerman, 1974) from diverse backgrounds and geographic locations. There are currently limited theoretical and conceptual frameworks in the literature supporting the use of Hip-Hop as Social Justice Pedagogy, yet is currently being used in K-16 educational contexts throughout the United States and abroad (Duncan-Andrade & Morrell, 2008). The results of this study reveal the foundational basis consisting of four primary functions and seven practical tenets, necessary to negotiate and implement a new and innovative model for Social Justice Hip-Hop Pedagogy.
Subject Area
African American Studies|Pedagogy|Teacher education|Social studies education
Recommended Citation
Runell Hall, Marcella, "Education in a Hip-Hop nation: Our identity, politics & pedagogy" (2011). Doctoral Dissertations Available from Proquest. AAI3465080.
https://scholarworks.umass.edu/dissertations/AAI3465080