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Hip-Hop-Based Education (HHBE) has resulted in many positive educational outcomes, ranging from teaching academic skills to teaching critical reflection at secondary levels. Given what HHBE initiatives have accomplished, it is troubling that there is an absence of attention to these methods in education programs for elementary and early childhood educators. For that reason, I intend to use theories of sociocultural learning to examine how young urban children's Hip Hop communities of practice influence their early learning and identities. Through personal narratives, this work theorizes young urban children's Hip Hop identities by utilizing children's situated learning activities. The goal of the work is to begin a dialogue for the application of HHBE in early childhood and elementary education pre-service teacher programs.

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This article explores the utilization of the theory of a black ratchet imagination as a methodological perspective to examine the multiple intersections of black and queer identity constructions within the space of hip hop. In particular, I argue for the need of a methodological lens that recognizes, appreciates, and struggles with the fluidity, imagination, precarity, agency, and knowledge production of black queer youth who create and consume hip hop. As an example, I apply a black ratchet imagination methodological perspective to an examination of New Orleans's bounce culture. I conclude the article by underscoring the need for humanizing, hyper-local, and messy theoretical frameworks that provide further context for research investigating black queer youth whose identities are informed by the culture of hip hop.

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