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Affiliation and alienation: hip-hop, rap, and urban science education

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The critiques of rap artists and other participants in hip-hop culture provide data for teachers and researchers to investigate the attitudes of US urban youth towards schooling. This study explores the complex relationships between hip-hop and science education by examining how rap lyrics project beliefs about schooling, the relevance of existing curriculum, and the intellectual capability of urban youth. These lyrics also provide a synopsis of this population's alienation from schooling and from science education in particular. By examining student discourses in two US high schools, this study shows how co-generative dialogues, and other classroom procedures derived from hip-hop culture, may be used to modify teaching and learning in science and to ameliorate urban students' alienation from schools.

Keywords: co-generative dialogue; hip-hop; rap; student alienation; urban science education; urban youth

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/00220270903161118

Affiliations: Teachers College, Columbia University, New York, NY, USA

Publication date: February 1, 2010

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