Exploring Hip-Hop Pedagogy for the Advancement of Girls of Color in Science

Female and male students perform equally well on science standardized tests, yet there are disparities in gender in most science-related fields. There are far fewer women from underrepresented backgrounds represented in science-related fields, as they are less likely to enroll in advanced science courses because of a perceived lack of positive science identity. Using a framework of cultural community capital, this study suggests that girls of color are able to develop a science identity and a deeper understanding of science content as a result of the implementation of a hip-hop pedagogy in an urban science classroom.

Critical Perspectives on Curriculum and Pedagogy

Throughout the history of the United States there has been a long trajectory of dialogue within the field of education around curriculum and pedagogy. Scholars have centered questions such as: What is curriculum? What knowledge should count as curriculum? Who gets to decide? Who does not? And, in turn, what is the pedagogical process of organizing knowledge, subject matter, and skills into curriculum? While many scholars have worked on various approaches to curriculum, the work of Black intellectual scholar Anna Julia Cooper serves as an important point of departure that highlights how curriculum and pedagogy have long been immersed in broader sociopolitical issues such as citizenship, democracy, culture, race, and gender. Starting from the late 19th century, Cooper took up curricular and pedagogical questions such as: What is the purpose of education? What is the role of the educator? And what is the purpose of being student-centered? These are important questions that pull together various traditions and fields of work in education that offer different approaches to curriculum. For instance, the question of whether it’s best to center classical subjects versus striving for efficiency in the development of curriculum has been a debated issue. Across such historical debates, the work of mainstream education scholars such as John Dewey, Ralph Tyler, and Hilda Taba have long been recognized; however, voices from scholars of color, such as Cooper, have been left out or overlooked. Thus, the contributions of Black intellectual scholars such as Cooper, Carter G. Woodson, and other critical scholars of color are brought to the forefront to provide deeper knowledge about the development of curriculum and pedagogy. The work of marginalized scholars is also connected with reconceptualist efforts in curriculum studies to consider current conceptual framings of schooling, curriculum, and pedagogy. Finally, critical theories of curriculum and pedagogy are further unpacked through research conducted with and alongside communities of color. This scholarship includes culturally responsive pedagogy, funds of knowledge, hip-hop pedagogy, reality pedagogy, critically compassionate intellectualism, barrio pedagogy, youth participatory action research (YPAR), and feminist of color pedagogies.

Knowledge of Self: Possibilities for Spoken Word Poetry, Hip Hop Pedagogy, and “Blackout Poetic Transcription” in Critical Qualitative Research

This article traces the development of Blackout Poetic Transcription (BPT) as a critical methodology for artist-scholars engaged with Hip Hop pedagogy in higher education spaces. We include Keith’s outline of the BPT method and Endsly’s first hand account of implementing the practice in an undergraduate classroom. Together, the authors grapple with mainstream and alternative identities within their Hip Hop praxis as spoken word artists and educators.

“It’s TikTok with no c!”: the Need for Critical Literacy Curricula in the Elementary Classroom

Students walk into the classroom with numerous hours of exposure to social media. Through different social media platforms, they engage in digital literacy and experience entertainment but also, questions, frustrations and different negotiations of their identities. This qualitative, ethnographic case study was done in an elementary classroom in the Midwest. Participants revealed their keen awareness to the viral debates that happened on TikTok (a mobile video- sharing app) regarding race and the frustrations they experienced through it personally. These findings suggest the urgent need for critical literacy curricula (specifically critical Hip Hop pedagogy) to be implemented within schools for dialogue to even begin which could eventually become an avenue for students to express their agency.

Transferring differentiation and integration through picking up students’ speech by hip-hop and its appreciation

Janiec Jerzy, Transferring differentiation and integration through picking up students’ speech by hip-hop and its appreciation. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 23–44, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.2. The main aim of this paper is to demonstrate the Hip-hop based Education (HHBE) and Hip-hop Pedagogy (HHPED) as two accommodating strategies that may be utilized fourishingly to differentiate a teaching-learning process further to integrate learners in any education-like environment, as the example the IB World School No. 006654 International School of Bydgoszcz (ISOB) has been chosen. This is the first study presenting international community in a truly homogeneous society (ca. 98% of Polish inhabitants in their country). The author enlists affirmative methodologies beginning with a hypothesis that the Hip-hop cultureis gaining popularity among adolescents in greater numbers. As a result of observations, interviews and survey he is acquainted with students’ wants and needs. There is a necessity to put them in a bigger picture by analyzing the phenomenon from a historical, sociological, political, economical and intercultural viewpoint on a local (Bydgoszcz’s) and global scale. And finally, the author is describing a use of the aforesaid strategies through transfer skills that are taught in the IB History and Social Studies classes.

Listening differently: youth self-actualization through critical Hip Hop literacies

Purpose This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that centering classroom pedagogy and curriculum on youth self-actualization best supports the critical literacy development of students grappling with social and structural inequities within an ever-evolving youth and media culture. Design/methodology/approach Building upon previous literature on critical literacy, Hip Hop pedagogy and adolescent identity formation, this paper shares data from a semester-long teacher–researcher case study of a high school Hip Hop literature and culture class to explore how young people develop critical literacies and self-actualizing practices through a critical study of youth culture. Findings For youth engaged in Hip Hop culture, co-constructing spaces to discuss their consumption of popular media and culture in class allows them to openly grapple with questions of identity, provide support for each other in dealing with these questions and reflect more critically upon their self-constructed, performed and perceived identities. Originality/value This form of English education challenges traditional notions of teaching and learning as it positions students as co-creators of curriculum and as part of the curriculum itself. Building on research that frames Hip Hop pedagogy as a culturally relevant tool for engaging urban youth, this paper argues that educators should approach critical Hip Hop literacy development as a means by which young people across diverse educational and social backgrounds come to know themselves and others as part of the process of self-actualization and critical resistance.

If You Don’t Know, Now You Know: Utilizing Hip-Hop Pedagogy as a Tool for Promoting Change in Students and Community

Hip-hop began in the 1970s as an artistic response to social, political, and economic oppression within African American communities in the United States. This artivist movement allowed community members to convey social inequities through music. Decades later, educators have begun using hip-hop as an educational tool. Our study examined whether hip-hop, as an educational pedagogy, could be a catalyst for perceived community change, inside and outside a collegiate classroom. Results suggested that hip-hop pedagogy can be a positive tool in student learning and community change, creating a safe educational space encouraging inclusion, self-expression, and student/instructor engagement.