Sampling Poetry, Pedagogy, and Protest to Build Methodology: Critical Poetic Inquiry as Culturally Relevant Method

2019 ◽  
Vol 27 (1) ◽  
pp. 114-124
Author(s):  
Camea Davis
Keyword(s):  
Critical Race Theory ◽  
Culturally Relevant Pedagogy ◽  
Hip Hop ◽  
Culturally Relevant ◽  
Critical Race ◽  
Race Theory ◽  
Poetic Inquiry ◽  
Research Participants ◽  
The Arts ◽  
Relevant Pedagogy

This article argues for a culturally relevant methodology that can aid minoritized and justice-oriented qualitative researchers in amplifying and sustaining the cultural epistemologies and counter-stories of minoritized research participants. The author uses the hip hop aesthetic of sampling as a structural metaphor to assemble the elements of a culturally relevant methodology capable of protest by sampling from the arts-based method of poetic inquiry, culturally relevant pedagogy, and critical race theory. This article explains criteria for a culturally relevant methodology of critical poetic inquiry and provides examples of research poetry that meet the criteria.

scholarly journals Teach For America’s long arc: A critical race theory textual analysis of Wendy Kopp’s works

2016 ◽  
Vol 24 ◽  
pp. 14 ◽  
Author(s):  
Michael Barnes ◽  
Emily Germain ◽  
Angela Valenzuela
Keyword(s):  
Critical Race Theory ◽  
Culturally Relevant Pedagogy ◽  
Textual Analysis ◽  
Teach For America ◽  
Critical Race ◽  
Race Theory ◽  
Communities Of Color ◽  
Neoliberal Ideology ◽  
Relevant Pedagogy ◽  
Insight Into

We read and analyzed 165,000 words and uncover a series of counter-stories buried within a textual corpus, authored by Teach For America (TFA) founder Wendy Kopp (Kopp, 1989, 2001; Kopp & Farr, 2011), that offers insight into the forms of racism endemic to Teach For America. All three counter-stories align with a critical race theory (CRT) framework.  Specifically, we answer the following questions:  What evidence of institutional and epistemological racism is exposed by a CRT textual analysis of TFA’s founding document and later works by Wendy Kopp?  To what extent has TFA appropriated the language of culturally relevant pedagogy, while advancing an uninterrogated neoliberal ideology? And, to what extent does TFA’s contribution to a “culture of achievement” (Kopp & Farr, 2011) constitute an actual “poverty of culture” (Ladson-Billings, 2006a) that enacts real harms on communities of color? 

The Original Renegade

Renegades ◽  
2021 ◽  
pp. 51-69
Author(s):  
Trevor Boffone
Keyword(s):  
Critical Race Theory ◽  
Gender Studies ◽  
Hip Hop ◽  
Symbiotic Relationship ◽  
Critical Race ◽  
Race Theory ◽  
Digital Community ◽  
Celebrity Status ◽  
Origin Story

This chapter provides a critical framework for understanding the symbiotic relationship between hip hop and Dubsmash. Influenced by scholarship in critical race theory, gender studies, and hip hop, this chapter explores how Renegades have forged an inclusive digital community through Dubsmash. This chapter argues that Dubsmash’s culture of giving credit is the nexus from which a shared sense of values grows, one that encourages Dubsmashers to recognize the work of other artists. To demonstrate this, this chapter uses Jalaiah Harmon, the “Original Renegade,” as a case study. Harmon’s origin story from anonymous viral dance creator to full-blown celebrity status demonstrates how hip hop values operate in the Dubsmash community.

Posthuman Rap

2017 ◽  
Author(s):  
Justin Adams Burton
Keyword(s):  
Critical Race Theory ◽  
Case Studies ◽  
Hip Hop ◽  
Individual Case ◽  
Critical Race ◽  
Race Theory ◽  
Gender Identities ◽  
Ways Of Being ◽  
Discrete Argument ◽  
Sylvia Wynter

Posthuman Rap listens for the ways contemporary rap maps an existence outside the traditional boundaries of what it means to be human. Contemporary humanity is shaped in neoliberal terms, where being human means being viable in a capitalist marketplace that favors whiteness, masculinity, heterosexuality, and fixed gender identities. But musicians from Nicki Minaj to Future to Rae Sremmurd deploy queerness and sonic blackness as they imagine different ways of being human. Building on the work of Sylvia Wynter, Alexander Weheliye, Lester Spence, L.H. Stallings, and a broad swath of queer and critical race theory, Posthuman Rap turns an ear especially toward hip hop that is often read as apolitical in order to hear its posthuman possibilities, its construction of a humanity that is blacker, queerer, more feminine than the norm. While each chapter is written so that it can be sectioned off from the rest and read with a focus on the discrete argument contained in it, the chapters are not meant to be individual case studies. Rather, each builds on the previous one so that the book should best function if it is read in sequence, as a journey that lands us in a posthuman vestibule where we can party more freely and hear the music more clearly if we’ve traveled through the rest of the book to get there.

Culturally Relevant Pedagogy 2.0: a.k.a. the Remix

2014 ◽  
Vol 84 (1) ◽  
pp. 74-84 ◽  
Author(s):  
Gloria Ladson-Billings
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Hip Hop ◽  
Culturally Relevant ◽  
Teaching Practice ◽  
Cultural Landscapes ◽  
Teacher Education Programs ◽  
Culturally Sustaining Pedagogy ◽  
Push Forward ◽  
History Of ◽  
Relevant Pedagogy

In this article, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception. She argues for the importance of dynamic scholarship and suggests that it is time for a “remix” of her original theory: culturally sustaining pedagogy, as proposed by Paris (2012). Ladson-Billings discusses her work with the hip-hop and spoken word program First Wave as an example of how culturally sustaining pedagogy allows for a fluid understanding of culture, and a teaching practice that explicitly engages questions of equity and justice. Influenced by her experience with the First Wave program, Ladson-Billings welcomes the burgeoning literature on culturally sustaining pedagogy as a way to push forward her original goals of engaging critically in the cultural landscapes of classrooms and teacher education programs.

scholarly journals Touring Turtle Island: Fostering Leadership Capacity to Support First Nations, Métis, and Inuit Learners

in education ◽  
2014 ◽  
Vol 19 (3) ◽  
Author(s):  
Dawn C. Wallin ◽  
Sherry Peden
Keyword(s):  
First Nations ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Indigenous Education ◽  
Educational Leaders ◽  
Qualitative Inquiry ◽  
Summer Institute ◽  
Critical Race ◽  
Whiteness Theory ◽  
Relevant Pedagogy

This paper reports on findings from a research study that examined the design, delivery, and effects of a graduate level summer institute, the aim of which was to foster the capacity of educational leaders to support First Nations, Métis, and Inuit (FNMI) learners. Our study is conceptually framed using elements of critical race and Whiteness theory, and red pedagogy/culturally relevant pedagogy. We designed the institute and our methods around Kirkness's and Barnhardt’s (1991) 4 R’s of success in higher education environments: relevance, reciprocity, responsibility, and respect. Data for the study were gathered using a qualitative, inquiry-based methodology, and articulated using Indigenous storywork and story. The primary data sources included online surveys and sharing circles conducted with past students of the course. Findings suggest that the summer institute helped to disrupt colonial assumptions; increase respect for Aboriginal knowledges, values, and experiences; offer relevance to educators who were able to use the learnings of the course in their own professional contexts; affirm the need for reciprocity between schools and FNMI families; and develop educational leaders’ sense of responsibility to ensure FNMI learners are supported in the public school system.     Keywords: Indigenous education; educational leadership; educational administration; critical race theory; Whiteness theory; red pedagogy; culturally relevant pedagogy; teacher education

scholarly journals “Whiteness Isn’t about Skin Color.” Challenges to Analyzing Racial Practices in a Norwegian Context

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Astri Dankertsen ◽  
Tone Gunn Stene Kristiansen
Keyword(s):  
Critical Race Theory ◽  
Skin Color ◽  
Power Relations ◽  
Culturally Relevant ◽  
Child Protective Services ◽  
Writing Process ◽  
Comparative Perspective ◽  
Critical Race ◽  
Race Theory ◽  
Protective Services

While being Norwegian is often associated with being white, the absence of a discourse on race makes it difficult to analyze racialization scientifically. It is sometimes argued that critical race theory is developed within an American context and that it is not culturally relevant in a Norwegian context. We argue that while this might be true in some cases, critical race theory might nevertheless give new insights into how racial practices and colonial structures continue to be important parts of the power relations in Norway. We base our article on two empirical materials from a Norwegian-Sámi context and from professionals in Norwegian child protective services in order to illuminate how racialization is expressed. In our comparative perspective and collaborative and self-reflexive writing process, we use the concept of interpretive repertoire to explore how postcolonial and critical race theory is a challenging, but nevertheless useful approach to analyze racialization and discrimination in Norway.

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