What's the Deal with the White Middle-Aged Guy Teaching Hip-Hop? Lessons in Popular Culture, Positionality and Pedagogy

Autor/in	Greenfield, Derek
Titel	What's the Deal with the White Middle-Aged Guy Teaching Hip-Hop? Lessons in Popular Culture, Positionality and Pedagogy
Quelle	In: Pedagogy, Culture and Society, 15 (2007) 2, S.229-243 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Course Content; Popular Culture; Music; African Americans; College Students; Whites; College Faculty; Student Motivation; Learner Engagement; Relevance (Education); Attachment Behavior; Student School Relationship; Knowledge Level; Teacher Student Relationship; Teacher Attitudes; Reflective Teaching; Context Effect; Teaching Styles; Teacher Response; Critical Thinking; Thinking Skills; Cultural Context; Teacher Characteristics; Perspective Taking; Teaching Methods; Transformative Learning + Suchen Sie Ihr Suchwort? Kursprogramm; Popkultur; Musik; Afroamerikaner; Collegestudent; White; Weißer; Fakultät; Schulische Motivation; Relevance; Relevanz; Attachment; Bindungsverhalten; Schüler-Lehrer-Beziehung; Wissensbasis; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Lehrstil; Unterrichtsstil; Lehrerkommentar; Kritisches Denken; Denkfähigkeit; Zukunftsperspektive; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation
Abstract	As educators endeavor to engage an increasingly diverse student population, the curricular inclusion of elements of popular culture has been found to represent a particularly meaningful and successful approach. Research has consistently documented how utilizing issues of interest to students enhances affective links to the classroom and engenders stronger academic performance and critical thinking skills. However, the impact of teaching popular culture on educators themselves has been largely ignored, with this paper suggesting that these classroom experiences encourage a mode of reflective practice that heightens awareness of positionality and its impact on educational philosophy. Through an autoethnographic account of a recent course offering on hip-hop culture, the author explains how this pedagogical and epistemological standpoint not only benefits individual educators, but also has the potential to contribute to larger institutional transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10