Examining Hip-Hop as Culturally Relevant Pedagogy

Autor/inn/en	Kim, Jung; Pulido, Isaura
Titel	Examining Hip-Hop as Culturally Relevant Pedagogy
Quelle	In: Journal of Curriculum and Pedagogy, 12 (2015) 1, S.17-35 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-5170
DOI	10.1080/15505170.2015.1008077
Schlagwörter	Popular Culture; Culturally Relevant Education; Music; Urban Areas; Ideology; Minority Group Students; Social Justice; Social Influences; Cultural Influences; Teaching Methods; High Schools; Secondary School Teachers; African American Students; Community Programs; Hispanic Americans; Adolescents; Interviews; Young Adults; Illinois + Suchen Sie Ihr Suchwort? Popkultur; Musik; Urban area; Stadtregion; Ideologie; Soziale Gerechtigkeit; Sozialer Einfluss; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanoamerikaner; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interviewing; Interviewtechnik; Young adult; Junger Erwachsener
Abstract	Culturally relevant pedagogy is a framework that conceptualizes the process of student learning as contingent upon educators' deep understanding of students' cultural backgrounds to co-construct knowledge and develop academic skills. Concurrently, there are a growing number of studies that explore hip-hop as a culturally relevant curriculum for urban youth of color. This work explores the potential and pitfalls of hip-hop as culturally relevant pedagogy by offering insights from two studies based in Chicago that incorporate hip-hop discourses and ideologies into curriculum and programing in and out of schools. Insights suggest that hip-hop can be a powerful tool to engage youth of color, but educators must first truly grasp students' realities, develop strong relationships with students, families, and communities, and be committed to social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01