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Straight from the underground : teachers of Color, Hip Hop, and the remixing of social studies
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Abstract:
The curriculum narrative found within the social studies centers the lives, experiences, and positions of middle/upper-class cisgender white men while excluding or silencing the experiences of people who have been historically marginalized. Scholarship regarding Teachers of Color demonstrates the ways these teachers’ pushback against this narrow curriculum. Yet, the practices of social studies Teachers of Color who participate in Hip Hop culture has largely been ignored. This critical qualitative case study examined how five Black and Latina/o(x) teachers utilize Hip Hop music and culture in their classrooms as a disruptive pedagogy in the social studies. Explored through interwoven framework of intersectionality, Critical Race Theory (CRT), and Critical Hip Hop Pedagogy (CHHP), this study revealed that the teachers’ deep understandings and knowledge of Hip Hop culture, desire to be change agents, context and content intent informed how these teachers incorporated Hip Hop as a disruptive pedagogy. Ultimately, this study demonstrates that the critical Hip Hop praxes (through CHHP) of Black and Latina/o(x) teachers works to disrupt and transform traditional notions of citizenship and the social studies curriculum. ; Curriculum and Instruction
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Keyword:
Citizenship; Critical Hip Hop Pedagogy (CHHP); Hip Hop; Intersectionality; Social studies; Teachers of Color
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URL: https://doi.org/10.26153/tsw/13740
https://hdl.handle.net/2152/86789
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Introducing in-service English language teachers to data-driven learning for academic writing
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| 4 |
Using Kaleidographic to visualize multimodal relations within and across texts
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| 5 |
Visualizing corpus-assisted multimodal discourse analysis: Principles and limitations
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| 6 |
Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap
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Making meaning of community : a multi-case study of three urban, middle-school teachers
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| 8 |
Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity
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| 9 |
Intraoperative mapping of expressive language cortex using passive real-time electrocorticography
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| 10 |
Spatio-Temporal Progression of Cortical Activity Related to Continuous Overt and Covert Speech Production in a Reading Task
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Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years
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| 12 |
Spatio-Temporal Progression of Cortical Activity Related to Continuous Overt and Covert Speech Production in a Reading Task
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| 13 |
Electrocorticographic representations of segmental features in continuous speech
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| 14 |
Spatio-temporal Progression of Cortical Activity Related to Continuous Overt and Covert Speech Production in a Reading Task (Dataset)
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| 15 |
Let's Go to the Carnival: Hybridization of Heterotopian Spaces in the Films of Kevin Smith
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In: Graduate Theses and Dissertations (2015)
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| 16 |
Electrocorticographic representations of segmental features in continuous speech
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| 17 |
Beyond resistance : transgressive white racial knowledge and its limits
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| 19 |
Reading, interpreting, and teaching African American history : examining how African American history influences the curricular and pedagogical decisions of pre-service teachers
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