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Critical Hip Hop Pedagogy as a Form of Liberatory Praxis

Critical Hip Hop Pedagogy as a Form of Liberatory Praxis This article uses Paulo Freire's problem-posing method, youth participatory action research, and case study methodology to introduce an alternative instructional strategy called Critical Hip Hop Pedagogy (CHHP). This approach attempts to address deep-rooted ideologies to social inequities by creating a space in teacher education courses for prospective teachers to re-examine their knowledge of hip hop as it intersects with race, class, gender, and sexual orientation; while analyzing and theorizing to what extent hip hop can be used as a tool for social justice in teacher education and beyond. Borrowing and extending the work of critical race theorists, particularly, Solórzano & Delgado Bernal, CHHP utilizes the following five elements to form its basic core: “1) The centrality of race and racism and their intersectionality with other forms of oppression; 2) Challenging traditional paradigms, texts, and theories used to explain the experiences of students of color; 3) The centrality of experiential knowledge of students of color; 4) The commitment to social justice; and finally 5) A transdisciplinary approach” (Solórzano & Delgado Bernal, 2001, p. 312–315). http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Equity & Excellence in Education Taylor & Francis

Critical Hip Hop Pedagogy as a Form of Liberatory Praxis

Equity & Excellence in Education , Volume 42 (1): 15 – Feb 25, 2009
15 pages

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References (53)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1547-3457
eISSN
1066-5684
DOI
10.1080/10665680802612519
Publisher site
See Article on Publisher Site

Abstract

This article uses Paulo Freire's problem-posing method, youth participatory action research, and case study methodology to introduce an alternative instructional strategy called Critical Hip Hop Pedagogy (CHHP). This approach attempts to address deep-rooted ideologies to social inequities by creating a space in teacher education courses for prospective teachers to re-examine their knowledge of hip hop as it intersects with race, class, gender, and sexual orientation; while analyzing and theorizing to what extent hip hop can be used as a tool for social justice in teacher education and beyond. Borrowing and extending the work of critical race theorists, particularly, Solórzano & Delgado Bernal, CHHP utilizes the following five elements to form its basic core: “1) The centrality of race and racism and their intersectionality with other forms of oppression; 2) Challenging traditional paradigms, texts, and theories used to explain the experiences of students of color; 3) The centrality of experiential knowledge of students of color; 4) The commitment to social justice; and finally 5) A transdisciplinary approach” (Solórzano & Delgado Bernal, 2001, p. 312–315).

Journal

Equity & Excellence in EducationTaylor & Francis

Published: Feb 25, 2009

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