ERIC Number: EJ827853
Record Type: Journal
Publication Date: 2009-Jan
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1066-5684
EISSN: N/A
Critical Hip Hop Pedagogy as a Form of Liberatory Praxis
Akom, A. A.
Equity & Excellence in Education, v42 n1 p52-66 Jan 2009
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.)
Descriptors: 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
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A