The fifth element? Using the tradition of knowledge and education in Hip Hop to transform classroom outcomes
This article is a conceptual exploration of Hip Hop culture as a pedagogical resource, not only for students of colour, but for all students who may be disengaged from traditional approaches to teaching and learning. This article explores the idea of Hip Hop as a ‘double-voiced’ practice, a practice that speaks to mainstream educational competencies while articulating dispositions and perspectives drawn from vernacular cultural experiences. Examples of this practice examined the educational preparation of a Black male pre-service teacher and a White female teacher seeking ways to better connect with her Black students. In both cases, Hip Hop provides pedagogical resources which speak to identity and educational possibility which transformed the educational experiences of both individuals.
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Document Type: Research Article
Affiliations: 1: University of Northern Iowa 2: Irving Elementary 3: Lowell Elementary School
Publication date: August 1, 2018
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- The main aims of Journal of Popular Music Education, especially initially, will be iteratively to define the parameters of the field and disciplines of its readership and contributors (especially with regard to other journals in popular music and music education), this being an emerging field of scholarship and practice. The other principal aim will be to disseminate excellent critique and other forms of scholarship (e.g. phenomenological) in and related to the field. The journal will have an inclusive, global reach. 'Education' and 'popular music' are terms that we expect to be stretched and problematized through rigorous examination from multiple international perspectives.
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