Fresh Faces, New Places: Moving Beyond Teacher-Researcher Perspectives in Hip-Hop-Based Education Research

被引：13

作者：

Irby, Decoteau J. ^{[1
]}

Hall, H. Bernard ^{[2
]}

机构：

[1] Univ Wisconsin, Sch Educ, Milwaukee, WI 53201 USA

[2] Temple Univ, Dept Educ Leadership & Policy Studies Urban Educ, Coll Educ, Philadelphia, PA 19122 USA

来源：

URBAN EDUCATION | 2011年 / 46卷 / 02期

关键词：

culturally relevant pedagogy; diversity; hip-hop-based education; teacher education; RAP; PEDAGOGY; RACE; MUSIC; BEAT;

D O I：

10.1177/0042085910377513

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Grounded in critical and culturally relevant theory, hip-hop-based education (HHBE) research documents the use of hip-hop in educational settings. Despite the richness of the emerging field, overreliance on teacher-researcher perspectives leaves much to be desired. Little is known of the extent and ways HHBE is used by nonresearching K-12 teachers. The field of HHBE would be well served to begin exploring the practices of K-12 teachers in various school settings. To encourage such a move, this article demonstrates that a new set of educators whose identities and teaching contexts are not considered in the field are indeed interested in HHBE.

引用

页码：216 / 240

页数：25