Critical Multimodal Hip Hop Production: A Social Justice Approach to African American Language and Literacy Practices

Autor/inn/en	Turner, K. C. Nat; Hayes, Nini, Visaya; Way, Kate
Titel	Critical Multimodal Hip Hop Production: A Social Justice Approach to African American Language and Literacy Practices
Quelle	In: Equity & Excellence in Education, 46 (2013) 3, S.342-354 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2013.809235
Schlagwörter	Transformative Learning; Popular Culture; Music; Teaching Methods; Middle School Students; Minority Group Children; African American Students; Hispanic American Students; Asian American Students; Critical Literacy; Media Literacy; Critical Theory; Interviews; Singing; Learner Engagement; After School Programs; Literacy Education; African American Culture; Language Usage; California + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Popkultur; Musik; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; African Americans; Afroamerikaner; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Kritisches Lesen; Media skills; Medie competence; Medienkompetenz; Kritische Theorie; Interviewing; Interviewtechnik; Gesang; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sprachgebrauch; Kalifornien
Abstract	This article features key findings from a study that highlights the transformative impact of a pedagogical approach that employs Critical Multimodal Hip Hop Production (CMHHP). The study took place in an extended day program in a northern California public middle school among a group of 30, urban, African American, Chicano/a/Latino/a, and Asian youth. The authors utilize a theoretical lens informed by research on African American Language (AAL) and literacy practices, critical media literacy, social justice education, critical pedagogy, and critical race theory to contextualize the outcomes of using such a pedagogical approach. Through interviews, description of key critical pedagogical strategies, and an analysis of the lyrical content of two students' multimodal hip hop productions, the authors demonstrate how CMHHP was used to engage youth in (1) facilitating a participatory action research project; (2) synthesizing data from the research project and theorizing about the data in relationship to their lives, their school, and community; and (3) creating a dialectical space for them to integrate their new understanding of social justice issues with their hip hop production. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10