Forum: Deeper than Rap: Expanding Conceptions of Hip-hop Culture and Pedagogy in the English Language Arts Classroom
Abstract
Since the early 1990s, language and literacy scholars have explored the pedagogical potential of hip-hop culture in the English language arts classroom. Despite more than 25 years’ worth of peer-reviewed research documenting its effectiveness, hip-hop pedagogies continue to be relegated to the margins of English education policy and practice. In this essay, I argue that the future of “hip-hop based education” (HHBE) research in English education demands moving beyond making a case for hip-hop’s pedagogical merits and toward helping teachers and teacher educators put theories of HHBE into practice, given their various identities and institutional contexts. Thus, I begin by addressing practical and philosophical dilemmas regarding the role, purpose, and function of hip-hop-based curricular interventions in this current era of the Common Core State Standards. As the title of this Forum piece suggests, hip-hop culture and pedagogy are more than just rap music and textual analysis. Therefore, I seek to shift the conversation from pedagogies with hip-hop texts to a more complex unit of analysis known as “pedagogies with hip-hop aesthetics.” With a broader and deeper understanding of hip-hop cultural knowledge, as well as the tensions and contradictions contributing to the shortcomings of HHBE research, I conclude with a call for additional studies that “show and prove” the possibilities (and pitfalls) of hip-hop pedagogies in English language arts and English education classrooms.
- Journal
- Research in the Teaching of English
- Published
- 2017-02-01
- DOI
- 10.58680/rte201728979
- CompPile
- Open Access
- Closed
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