Hip-hop has become relevant to the field of education because of its implications for understanding language, learning, identity, curriculum, and other areas. This integrative review provides historical context and cohesion for the burgeoning and discursive body of hip-hop scholarship by framing it according to three heuristic categories and briefly discussing the strengths and weaknesses for the field of education. The article then critically reviews three major strands of selected literature across these categories that are relevant to educational research. Finally, the article outlines new directions for future research and corresponding theoretical perspectives and strategic methods. With these purposes, this review is intended to inform both researchers unfamiliar with hip-hop and scholars who have centered hip-hop in their research agendas.

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One fundamental breakthrough in the field of hip-hop education in recent years is the shift from understanding hip-hop solely as content to understanding hip-hop also as aesthetic form. In this article, I chart the roots of this shift across disciplines and focus on what it might mean for the future of hip-hop education, pedagogy, and research in context with urban education. I outline how this thread might become the sine qua non of an emerging second wave of hip-hop education research and practice derived primarily from aesthetic forms rather than an amalgamation of culturally relevant and critical approaches.

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