Date of Award

5-13-2011

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Degree Program

Education (also CAGS)

First Advisor

K.C. Nat Turner

Second Advisor

Barbara Love

Third Advisor

Priscilla Page

Keywords

African-American, Critical Pedagogy, Hip-Hop, Social Justice, Teacher Education, Youth Education

Subject Categories

Education

Abstract

Contemporary Hip-Hop scholarship has revealed that Hip-Hop is a racially diverse, youth-driven culture, and is intimately connected to prior and on-going social justice movements (Chang, 2004; Kitwana, 2002). This study explores its Afro-Diasporic and activist origins, as well as the theoretical impact of Hip-Hop culture on the identity and pedagogy 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 (Aberbach & Rockman, 2002) 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 (Akom, 2009; Duncan- Andrade & Morrell, 2008). The results of this study reveal the foundational basis consisting of four primary core functions and seven practical tenets, necessary to negotiate and implement a new and innovative model for Social Justice Hip-Hop Pedagogy.


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