Critical Hip Hop Pedagogy as a Form of Liberatory Praxis

Autor/in	Akom, A. A.
Titel	Critical Hip Hop Pedagogy as a Form of Liberatory Praxis
Quelle	In: Equity & Excellence in Education, 42 (2009) 1, S.52-66 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Social Justice; Educational Strategies; Preservice Teacher Education; Action Research; Sexual Orientation; Case Studies; Teaching Methods; Critical Thinking; Popular Culture; Music; Cultural Capital; Knowledge Base for Teaching; Racial Factors; Social Class; Gender Differences; Social Bias; Racial Bias; Minority Groups; Experiential Learning; Interdisciplinary Approach; Literacy Education; Reading Instruction + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lehrstrategie; Lehramtsstudiengang; Lehrerausbildung; Projektforschung; Sexuelle Orientierung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Popkultur; Musik; Teaching theory; Theory of teaching; Unterrichtstheorie; Social classes; Soziale Klasse; Geschlechterkonflikt; Racial discrimination; Rassismus; Ethnische Minderheit; Experiental learning; Erfahrungsorientiertes Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Leseunterricht
Abstract	This article uses Paulo Freire's problem-posing method, youth participatory action research, and case study methodology to introduce an alternative instructional strategy called Critical Hip Hop Pedagogy (CHHP). This approach attempts to address deep-rooted ideologies to social inequities by creating a space in teacher education courses for prospective teachers to re-examine their knowledge of hip hop as it intersects with race, class, gender, and sexual orientation; while analyzing and theorizing to what extent hip hop can be used as a tool for social justice in teacher education and beyond. Borrowing and extending the work of critical race theorists, particularly, Solorzano & Delgado Bernal, CHHP utilizes the following five elements to form its basic core: "1) The centrality of race and racism and their intersectionality with other forms of oppression; 2) Challenging traditional paradigms, texts, and theories used to explain the experiences of students of color; 3) The centrality of experiential knowledge of students of color; 4) The commitment to social justice; and finally 5) A transdisciplinary approach" (Solorzano & Delgado Bernal, 2001, p. 312-315). (Contains 1 figure and 11 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10