"Come as You Are. We Are a Family.": Examining Hip Hop, Belonging, and Civicness in Social Studies

Autor/in	Hall, Delandrea
Titel	"Come as You Are. We Are a Family.": Examining Hip Hop, Belonging, and Civicness in Social Studies
Quelle	In: Theory and Research in Social Education, 51 (2023) 3, S.343-371 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Delandrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2022.2164233
Schlagwörter	Minority Group Teachers; Blacks; African American Teachers; Hispanic Americans; Music; Popular Culture; Cultural Context; Citizenship; Social Studies; Citizen Participation; Educational Strategies; Self Concept; Personal Autonomy; Power Structure; Disadvantaged; Inclusion; Group Membership + Suchen Sie Ihr Suchwort? Black person; Schwarzer; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanoamerikaner; Musik; Popkultur; Staatsbürgerschaft; Gemeinschaftskunde; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Lehrstrategie; Selbstkonzept; Individuelle Autonomie; Inklusion; Gruppenzugehörigkeit
Abstract	Hip Hop is a cultural phenomenon deeply rooted in the collective knowledge and resistance of Black and Latina/o(x) youth, who are often silenced or missing from the traditional social studies curriculum. Even as the culture's presence has spread within schools, the social studies has yet to engage with the civic identities and critical understandings of teachers and students who participate in Hip Hop culture. This critical qualitative study utilizes the politics of recognition and belonging as lenses to examine how the use of Hip Hop culture by four Black and Latina/o(x) teachers disrupts dominant notions of citizenship. These teachers' critical Hip Hop pedagogical practices revealed a critical civicness that worked to trouble the social studies curriculum by making visible and resonant the civic identity, agency, and membership of systemically marginalized communities. Their work demonstrates how Hip Hop culture can be used to foster more civically inclusive and engaging spaces, as well as the importance of civic recognition and belonging in social studies classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01