Critical Hip Hop Pedagogy as a Form of Liberatory Praxis
Critical Hip Hop Pedagogy as a Form of Liberatory Praxis

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Create DateNovember 13, 2017

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, Solorzano & 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” (Solorzano & Delgado Bernal, 2001, p. 312–315).

Posted on Nov 13,2017
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Author: Yinan Ji author img