Hip-Hop(e): The Cultural Practice and Critical Pedagogy of International Hip-Hop. Adolescent Cultures, School, and Society. Volume 56

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Sonst. Personen	Porfilio, Brad J. (Hrsg.); Viola, Michael J. (Hrsg.)
Titel	Hip-Hop(e): The Cultural Practice and Critical Pedagogy of International Hip-Hop. Adolescent Cultures, School, and Society. Volume 56
Quelle	(2012), (329 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4331-1433-5
Schlagwörter	Social Problems; Critical Theory; Multicultural Education; Cultural Activities; Foreign Countries; Males; Masculinity; Citizenship; Popular Culture; Music; Adolescents; Minority Groups; Cultural Influences; Arabs; Language Usage; Freedom; Homosexuality; Democratic Values; Social Change; Activism; African Americans; Urban Schools; Public Schools; Teaching Methods; Psychology; Rhetoric; Global Approach; Information Literacy; Canada; Cuba; France; Philippines; Sweden + Suchen Sie Ihr Suchwort? Social problem; Soziales Problem; Kritische Theorie; Multikulturelle Erziehung; Cultural activity; Kulturelle Aktivität; Ausland; Male; Männliches Geschlecht; Männlichkeit; Staatsbürgerschaft; Popkultur; Musik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ethnische Minderheit; Cultural influence; Kultureinfluss; Arab; Araber; Sprachgebrauch; Freiheit; Homosexualität; Sozialer Wandel; Aktivismus; Politischer Protest; Afroamerikaner; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie; Rhetorik; Globales Denken; Informationskompetenz; Kanada; Kuba; Frankreich; Philippinen; Schweden
Abstract	Illuminating hip-hop as an important cultural practice and a global social movement, this collaborative project highlights the emancipatory messages and cultural work generated by the organic intellectuals of global hip-hop. Contributors describe the social realities--globalization, migration, poverty, criminalization, and racism--youth are resisting through what individuals recognize as a decolonial cultural politic. The book contributes to current scholarship in multicultural education, seeking to understand the vilification of youth (of color) for the social problems created by a global system that benefits a small minority. In an age of corporate globalization, "Hip-Hop(e)" highlights the importance of research projects that link the production of educational scholarship with the cultural activities, everyday practice, and social concerns of global youth in order to ameliorate social, economic, and political problems that transcend national boundaries. Contents include: (1) Hip-Hop(e): Introduction: The Cultural Practice and Critical Pedagogy of International Hip-Hop (Michael Viola and Brad J. Porfilio); (2) Toward a Critical Pedagogy of Possibility: Arab American Hip-Hop and Spoken Word as Cultural Action for Freedom (Muna Jamil Shami); (3) An Empire State of Mind: Hip-Hop Dance in the Philippines (J. Lorenzo Perillo); (4) Hip-Hop in Sweden--Folkbildning and a Voice for Marginalized Youth (Ove Sernhede and Johan Soderman); (5) True Fuckin' Playas: Queering Hip-Hop through Drag Performance (Leslee Grey); (6) Hip-Hop Citizens: Local Hip-Hop and the Production of Democratic Grassroots Change in Alberta (Michael B. MacDonald); (7) Hip-Hop Pedagogues: Youth as a Site of Critique, Resistance, and Transformation in France and in the Neoliberal Social World (Brad J. Porfilio and Shannon M. Porfilio); (8) The Troubadour: K'Naan, East Africa, and the Trans-National Pedagogy of Hip-Hop (Crystal Leigh Endsley and Marla Jaksch); (9) Hip-Hop and Critical Revolutionary Pedagogy: Blue Scholarship to Challenge "The Miseducation of the Filipino" (Michael Viola); (10) Public Enemies: Constructing the "Problem" of Black Masculinity in Urban Public Schools (Darius Prier); (11) Rebellion Politik: A Tale of Critical Resistance through Hip-Hop from St. Paul to Havana (Brian Lozenski); (12) Is Hip-Hop Education Another Hustle? The (Ir)Responsible Use of Hip-Hop as Pedagogy (Travis L. Gosa and Tristan G. Fields); (13) Reading, Writing, and Revolution: Spoken Word as Radical "Literocratic" Praxis in the Community College Classroom (Lisa William-White, Dana Muccular, and Gary Muccular); (14) Taking Back Our Minds: Hip-Hop Psychology's (HHP) Call for a Renaissance, Action, and Liberatory Use of Psychology in Education (Debangshu Roychoudhury and Lauren M. Garder); (15) R.U.N.M.C. (Are You an Emcee?) or Rhetoric Used Now to Make Change (Jeremy Bryan); (16) Hip-Hop as a Global Passport: Examining Global Citizenship and Digital Literacies through Hip-Hop Culture (Akesha Horton); (17) Stupid Fresh: Hip-Hop Culture, Perceived Anti-Intellectualism, and Young Black Males (Don C. Sawyer, III); and (18) Hustlin' Consciousness: Critical Education Using Hip-Hop Modes of Knowledge Distribution (Decoteau J. Irby and Emery Petchauer). (ERIC).
Anmerkungen	Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10