Search results

1 – 10 of 91
Article
Publication date: 5 December 2016

H. Bernard Hall

The purpose of this paper is to describe the ways in which hip-hop pedagogies and literacies encouraged middle school students to explore performance poetry as a tool to…

Abstract

Purpose

The purpose of this paper is to describe the ways in which hip-hop pedagogies and literacies encouraged middle school students to explore performance poetry as a tool to “(w)right” the truth(s) about learning and living in their local and global communities.

Design/methodology/approach

Collaborative self-study research methodologies were used by the author, a black male teacher educator and hip-hop cultural insider, along with two white, female reading specialists and hip-hop cultural outsiders, to collect and analyze the practices and behaviors used in The Shop – an after-school hip-hop-based spoken word poetry club for middle school students in a small, urban public school district in Northeastern USA.

Findings

Three primary findings emerge: teachers with limited cultural and content knowledge of hip-hop may struggle to negotiate real and perceived curricular constraints associated with using pedagogies with hip-hop texts and aesthetics in traditional school contexts, the intersections of teachers’ racial, cultural and gender identities informed the respective practices and behaviors in a number of interesting ways, and using hip-hop pedagogies for social justice in public schools requires a delicate balance of both transparency and discretion on the part of teachers.

Originality/value

Study findings are salient for in- and pre-service English teachers and English educators, as they offer insights and reflections on the instructional and relational challenges cultural outsiders may face when using hip-hop culture to create spaces and opportunities for young people to talk back and speak truth to power.

Details

English Teaching: Practice & Critique, vol. 15 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 6 May 2020

Lauren Leigh Kelly

This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that…

Abstract

Purpose

This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that centering classroom pedagogy and curriculum on youth self-actualization best supports the critical literacy development of students grappling with social and structural inequities within an ever-evolving youth and media culture.

Design/methodology/approach

Building upon previous literature on critical literacy, Hip Hop pedagogy and adolescent identity formation, this paper shares data from a semester-long teacher–researcher case study of a high school Hip Hop literature and culture class to explore how young people develop critical literacies and self-actualizing practices through a critical study of youth culture.

Findings

For youth engaged in Hip Hop culture, co-constructing spaces to discuss their consumption of popular media and culture in class allows them to openly grapple with questions of identity, provide support for each other in dealing with these questions and reflect more critically upon their self-constructed, performed and perceived identities.

Originality/value

This form of English education challenges traditional notions of teaching and learning as it positions students as co-creators of curriculum and as part of the curriculum itself. Building on research that frames Hip Hop pedagogy as a culturally relevant tool for engaging urban youth, this paper argues that educators should approach critical Hip Hop literacy development as a means by which young people across diverse educational and social backgrounds come to know themselves and others as part of the process of self-actualization and critical resistance.

Details

English Teaching: Practice & Critique, vol. 19 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 27 November 2020

Dionne N. Champion, Eli Tucker-Raymond, Amon Millner, Brian Gravel, Christopher G. Wright, Rasheda Likely, Ayana Allen-Handy and Tikyna M. Dandridge

The purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the ways in…

Abstract

Purpose

The purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the ways in which that ecology contributed to culturally sustaining learning experiences for middle school youth. In using the principles of hip-hop as a CSP for design, the authors question how and what practices were supported or emerged and how they became resources for youth engagement in the space.

Design/methodology/approach

The overall methodology was design research. Through interpretive analysis, it uses an example of four Black girls participating in the camp as they build a computer-controlled DJ battle station.

Findings

Through a close examination of youth interactions in the designed environment – looking at their communication, spatial arrangements, choices and uses of materials and tools during collaborative project work – the authors show how a learning ecology, designed based on hip-hop and computational practices and shaped by the history and practices of the dance center where the program was held, provided access to ideational, relational, spatial and material resources that became relevant to learning through computational making. The authors also show how youth engagement in the hip-hop computational making learning ecology allowed practices to emerge that led to expansive learning experiences that redefine what it means to engage in computing.

Research limitations/implications

Implications include how such ecologies might arrange relations of ideas, tools, materials, space and people to support learning and positive identity development.

Originality/value

Supporting culturally sustaining computational STEM pedagogies, the article argues two original points in informal youth learning 1) an expanded definition of computing based on making grammars and the cultural practices of hip-hop, and 2) attention to cultural ecologies in designing and understanding computational STEM learning environments.

Details

Information and Learning Sciences, vol. 121 no. 9/10
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 8 August 2016

Christopher Emdin, Edmund Adjapong and Ian Levy

This paper aims to argue that providing youth of color with opportunities to explore content while reflecting on and sharing mental health concerns is an under-focused dimension…

Abstract

Purpose

This paper aims to argue that providing youth of color with opportunities to explore content while reflecting on and sharing mental health concerns is an under-focused dimension of teaching and learning that has the potential to positively impact these students’ academic achievement in science, technology, engineering and mathematics (STEM) disciplines

Design/methodology/approach

This paper used a qualitative study to interrogate a teaching/learning model through a hip-hop-based science program.

Findings

Because urban youth of color are traditionally most disengaged in STEM and also the ones who are the least likely to seek or be provided with mental health tools/services, it is suggested that there is a connection between their low academic achievement and the absence of opportunities for them to address emotions that impact their academic success. Furthermore, if these youths come from communities where mental health stressors are highly prevalent, and teaching is most restrictive, a model for teaching that considers practices that address both their academic and mental health needs becomes necessary.

Research limitations/implications

This work does not intend to devalue or undermine the role of school counselors or traditional teachers. It is believed that the role of the school counselor or social worker when youths identify themes that go beyond the scope of personal challenges is significant and that these professionals should be made available when engaging in this type of work. It is also believed that the educator who may not be privy to hip-hop can successfully engage in this type of activity with STEM students. Finally, the use of science as an exemplar for engaging in this work does not indicate that the other STEM disciplines cannot or should not explore this type of model.

Practical implications

The paper outlines a model that other educators/researchers may use and suggests ways that this brand of research may be implemented by scholars across the country.

Social implications

Through the implementation of the hip-hop-based science program as an intervention in science classrooms, students are provided the opportunity to bolster science content knowledge and knowledge of self. In addition, utilizing the hip-hop-based science program created an avenue for teachers to develop better understanding of students and their full socioemotional selves. This is especially necessary in STEM education where perceptions of students’ decisions to not engage in the disciplines are directly related to our collective unwillingness to present the subject matter in a way that goes beyond the glorification of its stoic and “old white” history.

Originality/value

This paper suggests a new dimension of STEM research through an exploration of hip-hop culture and youth emotions.

Details

Journal for Multicultural Education, vol. 10 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 2 October 2019

Tessa Withorn, Carolyn Caffrey, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo and Syann Lunsford

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of…

6367

Abstract

Purpose

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

Findings

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 47 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 5 December 2016

Logan Manning

Extant research has painted a clear picture of the myriad ways that schools are failing to provide a meaningful education, and meaningful literacy pedagogies, to all youth. Given…

Abstract

Purpose

Extant research has painted a clear picture of the myriad ways that schools are failing to provide a meaningful education, and meaningful literacy pedagogies, to all youth. Given this crisis shouldered disproportionately by youth of color in urban schools, this paper aims to take a retrospective approach to understanding the lasting reverberations of a high school poetry class on a group of students who experienced urban traumas including but not limited to educational injustices. In contrast to the representations of failing schools, some current research offers various portraits of urban students engaging in empowering ways in classrooms that make critical use of media arts, poetry and hip hop. The questions driving this study are based on what happens once students step out of these alternative classroom spaces. For youth who have dropped out of the traditional system, what was the nature of the writing they produced in an alternative literacy learning space and what relationship did it have to their development as young adults?

Design/methodology/approach

Using qualitative case study methodology, this paper explores the memorable writing produced in the context of a high school poetry class by six case study participants to understand its meaning in their lives over time. It is through a dialogic lens that this research makes sense of the relationship between the written words produced by these youth, their actions in and on the world in their early adulthood, and their moments of development as survivors of trauma and as civic actors.

Findings

Student discussion of what I describe as touchstone poems revealed how these poems functioned to reorganize experiences and memories for the case study participants that enabled them to feel increased agency in relation to their personal and socio-cultural struggles.

Originality/value

For these students who were perpetually labeled as at-risk, poetry class served as a space where they could collectively engage in positive risk-taking that held meaning in their lives after high school and catalyzed the development of agentive identities.

Details

English Teaching: Practice & Critique, vol. 15 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 14 November 2016

Latisha Reynolds, Samantha McClellan, Susan Finley, George Martinez and Rosalinda Hernandez Linares

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of…

4454

Abstract

Purpose

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

Findings

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

Details

Reference Services Review, vol. 44 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 11 March 2019

Keisha McIntosh Allen

This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question…

Abstract

Purpose

This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question: How does a culturally relevant Black male teacher engage a racial perspective in his pedagogy and make sense of the socio-political context of his practice?

Design/methodology/approach

This qualitative case study draws its data from semi-structured interviews and participant observations and was situated within a transfer high school in the Northeastern region of the USA.

Findings

This study elucidates the ways in which a Black male teacher’s racial literacy enabled him to make sense of the socio-political context of his school, the profession and help his Black male students negotiate how they are racialized in schools and society.

Research limitations/implications

This paper closes with a call for additional research that further examines the relationship racial literacy plays in retaining teachers of color in the profession and for racial literacy to be positioned as a vital component of teachers’ pedagogical content knowledge in both teacher education and professional development.

Originality/value

This study contributes to the literature on critical Black male teachers by forwarding a framework that helps us to understand how they engage in transformative work within assimilationist educational spaces.

Details

Journal for Multicultural Education, vol. 13 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 8 July 2021

Kristen E. Duncan

While Black teachers have engaged in racial justice-oriented teaching for centuries and the body of research on racial justice-oriented teachers is growing, very little is known…

Abstract

Purpose

While Black teachers have engaged in racial justice-oriented teaching for centuries and the body of research on racial justice-oriented teachers is growing, very little is known about how teachers come to this work. The purpose of this paper is to focus on where and how Black teachers who teach with racial justice aims learned to engage in this work.

Design/methodology/approach

This is a narrative inquiry (Clandinin and Connelly, 2000) study that was designed and analyzed using a critical race theory lens.

Findings

Participants learned to engage in racial justice-oriented teaching from their lived experience, particularly from their K-12 teachers who showed why this kind of teaching was necessary. Additionally, participants were highly skeptical of whether or not teacher education programs could prepare White preservice teachers to engage in this kind of teaching.

Originality/value

There is very little research focusing on how Black teachers come to engage in racial justice-oriented teaching, and even less that provides insight into how Black teachers perceive teacher education programs at predominantly White institutions (PWIs). This study sheds light on when, where and how Black teachers learn to teach with racial justice aims, and it also illuminates the experiences of Black teachers in PWI teacher education programs.

Details

Journal for Multicultural Education, vol. 15 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 1 July 2015

Aaron P. Johnson

This article explores practical avenues for making global connections within the social studies classroom. Drawing from my classroom experiences and utilizing the basic principles…

Abstract

This article explores practical avenues for making global connections within the social studies classroom. Drawing from my classroom experiences and utilizing the basic principles of global education outlined by Toni Fuss Kirkwood-Tucker (2009) as a conceptual frame, I attempt to bridge the gap between theory and practice. Such an endeavor aims to provide social studies teachers with five practical strategies for making global connections that can be readily employed in their middle and secondary social studies classrooms. These strategies discussed here include structured academic controversy, globalizing physical place, reading visual fine arts, incorporating the natural world, and sampling.

1 – 10 of 91