Culturally relevant teaching. Hip-hop pedagogy in urban schools.

Autor/in	Prier, Darius D.
Titel	Culturally relevant teaching. Hip-hop pedagogy in urban schools.
Quelle	New York, NY u.a.: Lang (2012), XLV, 238 S.Verfügbarkeit
Reihe	Counterpoints. 396. Studies in the postmodern theory of education
Beigaben	Tabellen; Literatur- und URL-Angaben S. [215]-224
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-433-11058-X; 978-1-433-11057-3; 978-1-433-11058-0; 978-1-4539-0535-7
Schlagwörter	Kritische Pädagogik; Soziokulturelle Benachteiligung; Identität; Soziale Benachteiligung; Jugend; Schule; Lehrerausbildung; Unterrichtsinhalt; Sprache; Sprachgewohnheit; Text; Stadt; Lied; Musiksoziologie; Popmusik; Demokratie; Männlichkeit; Marktorientierung; Kulturelle Aktivität; Afroamerikaner; Jugendlicher; USA
Abstract	[This book] centers hip-hop culture as a culturally relevant form of critical pedagogy in urban pre-service teacher education programs. [The author] explores how hip-hop artists construct a sense of democratic education and pedagogy with transformative possibilities in their schools and communities. In a postmodern context, students' critical street narratives challenge educators to rethink where "public education" can happen, and the political and empowering purposes to which Black popular culture can serve social justice ends for youth in urban education. This book provides educational leaders in the academy and public schools with new cultural contexts that connect teaching and learning with music and popular culture in relation to race, class, gender, culture, and community. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/3