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ERIC Number: EJ1117424
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: ERIC
ISSN: ISSN-1071-4413
Disrupting Neoliberalism and Bridging the Multiple Worlds of Marginalized Youth via Hip-Hop Pedagogy: Contemplating Possibilities
Gosine, Kevin; Tabi, Emmanuel
Review of Education, Pedagogy & Cultural Studies, v38 n5 p445-467 2016
Historically rooted in Black and Latino youth subcultures of New York City, Hip-Hop emerged as a form of sociocultural expression by which young people, particularly those socially and culturally marginalized by race and class, voice their discontent, anger, and struggles, make sense of their social realities, and exercise resistance. In a White, male, and middle-class dominated society in which the racialized poor are constructed as other, Hip-Hop is a means by which many young people contest negative stereotypes and construct for themselves an affirming identity of their own choosing (Bottrell 2007). Progressive Hip-Hop, argue Ginwright and Cammarota (2002), has become a cultural vehicle for elevating social awareness, political mobilization, and informing and facilitating social action at the community level. The focus of this article is on progressive forms of Hip-Hop and why these strands of the genre might be useful in urban classrooms for connecting students' multiple worlds, cultivating the cultural wealth that they bring to school, and promoting student engagement.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A