Andrea J. Stairs advocates culturally responsive teaching, a practice that explicitly highlights "issues of race, ethnicity, and culture as central to teaching, learning, and schooling," and emphasizes the necessity of interrogating the themes of race, power, and privilege in the urban classroom. Stairs observes two student teachers as they actively integrate rap lyrics, jazz and blues music, the poetry of Langston Hughes, discussion of figurative language, and analysis and imitation activities to examine elements of racism and prejudice during the Harlem Renaissance.