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The first volume of #HipHopEd: The Compilation on Hip-hop Education brings together veteran and emerging scholars, practitioners and students from a variety of fields to share their research and experiences as it relates to the use of hip-hop in educational spaces. This text extends the current literature on hip-hop and education and focuses on the philosophy of hip-hop and education, the impact that hip-hop culture has on the identity of educators, and the use of hip-hop to inform mental health practices. Through their personal and practical experiences, authors of this text will spark new and creative uses of hip-hop culture in educational spaces.
A New York Times Best Seller "Essential reading for all adults who work with black and brown young people...Filled with exceptional intellectual sophistication and necessary wisdom for the future of education."—Imani Perry, National Book Award Winner author of South To America An award-winning educator offers a much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color, Dr. Christopher Emdin has merged his experiences with more than a decade of teaching and researching in urban America. He takes to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven Cs” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.
Digital communities : from Dubsmash to TikTok -- This bridge called Dubsmash : Renegades call it home -- The original Renegade : Dubsmash, hip hop culture, and sharing values in a digital space -- Gone viral : creating an identity as a hip hop artist -- Moving as one : unison dancing, muscular bonding, and hip hop pedagogy -- When Karen slides into your DMs : race, language, and Dubsmash -- Revolution will be Dubsmashed.
Many educators already know that hip-hop can be a powerful tool for engaging students. But can hip-hop save our schools—and our society? Hip-Hop Genius 2.0 introduces an iteration of hip-hop education that goes far beyond studying rap music as classroom content. Through stories about the professional rapper who founded the first hip-hop high school and the aspiring artists currently enrolled there, Sam Seidel lays out a vision for how hip-hop’s genius—the resourceful creativity and swagger that took it from a local phenomenon to a global force—can lead to a fundamental remix of the way we think of teaching, school design, and leadership. This 10-year anniversary edition welcomes two new contributing authors, Tony Simmons and Michael Lipset, who bring direct experience running the High School for Recording Arts. The new edition includes new forewords from some of the most prominent names in education and hip-hop, reflections on ten more years of running a hip-hop high school, updates to every chapter from the first edition, details of how the school navigated the unprecedented complexities brought about by the COVID-19 pandemic and uprising in response to the murder of George Floyd, and an inspiring new concluding chapter that is a call to action for the field.
Argues that Indigenous hip hop is the latest and newest assertion of Indigenous sovereignty throughout Indigenous North America. Expressive culture has always been an important part of the social, political, and economic lives of Indigenous people. More recently, Indigenous people have blended expressive cultures with hip hop culture, creating new sounds, aesthetics, movements, and ways of being Indigenous. This book documents recent developments among the Indigenous hip hop generation. Meeting at the nexus of hip hop studies, Indigenous studies, and critical ethnic studies, Hip Hop Beats, Indigenous Rhymes argues that Indigenous people use hip hop culture to assert their sovereignty and challenge settler colonialism. From rapping about land and water rights from Flint to Standing Rock, to remixing “traditional” beading with hip hop aesthetics, Indigenous people are using hip hop to challenge their ongoing dispossession, disrupt racist stereotypes and images of Indigenous people, contest white supremacy and heteropatriarchy, and reconstruct ideas of a progressive masculinity. In addition, this book carefully traces the idea of authenticity; that is, the common notion that, by engaging in a Black culture, Indigenous people are losing their “traditions.” Indigenous hip hop artists navigate the muddy waters of the “politics of authenticity” by creating art that is not bound by narrow conceptions of what it means to be Indigenous; instead, they flip the notion of “tradition” and create alternative visions of what being Indigenous means today, and what that might look like going forward. “This book is incredibly important and will change the fields of Native American, African American, gender, and sound studies. It is the first full-length monograph on the rich, diverse, and complex field of Indigenous hip hop. This is the text against which all other studies in the field will be compared.” — Michelle Raheja, University of California, Riverside
Bringing together an extraordinary range of international scholars and practitioners that include contemporary visual artists, poets, choreographers, activists, film-makers, theatre-makers, magicians, and circus artists, the contributors situate their rebellious practices of knowledge production and upheaval in the academy and in society.
The Bloomsbury Handbook of Hip Hop Pedagogy is the first reference work to cover the theory, history, research methodologies, and practice of Hip Hop pedagogy. Including 20 chapters from activist-oriented and community engaged scholars, the handbook provides perspectives and studies from across the world, including Brazil, the Caribbean, Scandinavia, and the USA. Organized into four topical sections focusing on the history and cultural roots of Hip Hop; theories and research methods in Hip Hop pedagogy; and Hip Hop pedagogy in practice, the handbook offers theoretical, analytical, and pedagogical insights emerging across sociology, literacy, school counselling and youth organizing. The chapters reflect the impact of critical Hip Hop pedagogies and Hip Hop-based research for educators and scholars interested in radical, transformative approaches to education. Ultimately, the many voices included in the handbook show that Hip Hop pedagogy is a humanizing and emancipatory approach which is redefining the purposes and practices of education.
Social justice has become a buzzword to suggest we are serious about racism, sexism, classism, heterosexism, and ableism. But justice remains elusive and contested. It is written in founding documents, street soldiers declare it: 'no justice, no peace!', but is absent from public interactions. Building on Cornel West's notion of 'race matters' and the Black Lives Matter movement, Justice Matters strips away the rhetoric that keeps us from understanding what justice is, particularly in education, but also in relation to health, race, economy, and environment. Ladson-Billings interrogates the meaning of justice, looking at Western notions of justice from Aristotle to Kant to Rorty, alongside Eastern notions of Justice, from Lao Tzu, to Rumi to Frantz Fanon and W.E.B. Dubois. She shows how the pandemic has exposed deep injustices in society, and how schooling and the curriculum are largely blind to the race, White supremacy, and the racial trauma that plagues marginalized people. She argues that teaching strategies that rely on hierarchy, such as ability groups, tell students who they are and what we expect of them, supposedly doing a 'just' thing but also suggesting that some people are 'less' than others - the very narrative of White supremacy. Schooling is the genesis of exclusion and incarceration, with strategies like classroom exclusion, suspension, and expulsion laying the groundwork for the school to prison pipeline. Offering hope for a way forward, she looks at how hip hop can champion justice, and considers justice in the context of social movements, including Black Lives Matter, MoveOn.org, and #MeToo, and explores the pros and cons of 'hashtag activism'. Ultimately she shows us how justice can and should be the central tenet of education and society, and how we can save it from being obscured and watered down.
The first volume of #HipHopEd: The Compilation on Hip-hop Education serves as a collection of work from scholars, practitioners and students alike who share their research and experiences as it relates to the use of hip-hop in educational spaces.
"Arguing that the school-to-prison pipeline is "one of the most urgent educational issues of our time," this volume seeks to (1) examine how and why increasing numbers of students, disproportionately youth of color, are being taken from our schools into our prisons and (2) consider what school-based educators can do to disrupt this flow and dismantle the school to prison pipeline, using examples drawn from both schools and prisons. Incorporating perspectives from both 'ends' of the pipeline, the volume provides specific strategies on curriculum, pedagogy, and disciplinary practices that can help redirect our collective efforts from carceral practices to education that will be valuable for all educators in keeping students in school and out of prison"--