Date of Award
5-13-2011
Document type
dissertation
Access Type
Open Access 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
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.
DOI
https://doi.org/10.7275/2176371
Recommended Citation
Hall, Marcella Runell, "Education in a Hip-Hop Nation: Our Identity, Politics & Pedagogy" (2011). Open Access Dissertations. 391.
https://doi.org/10.7275/2176371
https://scholarworks.umass.edu/open_access_dissertations/391