Rap Music and the Empowerment of Today’s Youth: Evidence in Everyday Music Listening, Music Therapy, and Commercial Rap Music

Travis, Raphael

doi:10.1007/s10560-012-0285-x

Cited by 85 publications

(63 citation statements)

References 57 publications

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“…Furthermore, these scholars are also investigating how students and communities of color are resisting narrow narratives that are emerging out of the post-truth era. These emerging and transcending research agendas are proposing abolitionist approaches to dismantling educational inequality (Love, 2019), understanding the ways that racialized students experience and navigate higher education (Garcia, 2017), rethinking culturally relevant pedagogy through Hip-Hop-based education (Emdin, 2010;Love, 2015;Travis, 2013Travis, , 2015, exploring the intersection of race and dis/ability (Annamma, 2017), understanding how education policies can hurt or harm students of color (Grooms, 2016;Sampson, 2018;Welsh & Williams, 2018), and other approaches to addressing and improving educational outcomes for students of color. This wave of scholarship has centered race as an important determinant for understanding today's educational system and underscores the importance for academic research that includes the voices of the community and advocates for a reframing of education policy that pushes against the noise in the current post-truth era (Dumas & Anderson, 2014).…”

Section: Next Steps For Education Scholarship In the Post-truth Eramentioning

confidence: 99%

When they go low, we go high: Scholars of color, activism, and educational research in a post-truth era

Childs

Johnson

2018

EPAA

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In the post-truth era, research from scholars of color will serve greater utility due to their propensity to speak truth to power, counter inaccurate narratives about marginalized populations, and challenge the politics that emerge during the post-truth era. This paper will highlight how scholars of color have centered race and social justice within their research, and provide examples of how the educational research community should counter the current post-truth era. We propose that scholars of color should be more prominent in our research agendas. This includes citing more of their work, supporting research agendas that positions ‘race’ at the center, and promoting critical scholarship that moves away from deficit language. If we are going to speak truth to power in today’s post-truth climate, then educational researchers must produce critical scholarship that challenges the lies and myths that permeate in a post-truth era.

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Section: Next Steps For Education Scholarship In the Post-truth Eramentioning

confidence: 99%

When they go low, we go high: Scholars of color, activism, and educational research in a post-truth era

Childs

Johnson

2018

EPAA

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“…It manifests as an interactive, empowerment‐based identity and relationships‐driven youth development model with seven interrelated dimensions. Empowerment links community and citizenship as “the process by which adolescents develop the consciousness, skills and power necessary to envision personal or collective wellbeing and understand their role within opportunities to transform social conditions to achieve that well‐being” (Travis, ). The new community and citizenship dimensions of PYD are represented in the model similar to the core Five Cs with direct and indirect relationships with other dimensions in the model.…”

Section: Amplifying Recursive Processes: Community and Citizenshipmentioning

confidence: 99%

Empowerment‐Based Positive Youth Development: A New Understanding of Healthy Development for African American Youth

Travis

Leech

2013

J of Research on Adolesc

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A shift occurred in research about adolescents in the general population. Research is moving away from deficits toward a resilience paradigm and understanding trajectories of positive youth development. This shift has been less consistent in research and practice with African American youth. A gap also exists in understanding whether individual youth development dimensions generate potential in other dimensions. This study presents an empowerment-based positive youth development model. It builds upon existing research to present a new vision of healthy development for African American youth that is strengths-based, developmental, culture-bound, and action-oriented. It emphasizes the relationship between person and environment, the reinforcing nature of developmental assets, and the necessity of a sense of community and community engagement for youth.

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“…This is because for urban children, no matter their race or ethnicity, Hip-hop culture is one of the many social and cultural sites in the complex and fluid web of identity formations for children beginning in early childhood (Love, 2015). Thus, the rationale for the use of such an expressive art as rap music in educational interventions is that many urban youth experience intense negative emotions stemming from physical and/or emotional abuse, discrimination, poverty, neglect, and/or other relational trauma that can't easily be accessed through typical Eurocentric music, English and/or history assignments found in urban public schools (Brown, 2010;Hickey, 2018;Travis, 2013;Tyson, 2002).…”

Section: Background and Introductionmentioning

confidence: 99%

“Deeper than Rap”: Cultivating racial identity and critical voices through Hip-hop recording practices in the music classroom

Evans¹

2019

JMLE

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Using a pilot program in one Chicago elementary school as a case study, this article reports findings of an ethnographic investigation on the impact of Hiphop based music education at the elementary school level. The findings describe how this program facilitated a process by which the youth participants were empowered through (a) identity building within a community of practice, (b) musical expression as internal critical dialogue and an external critical voice and, (c) a classroom ethos supportive of expression related to contemporary Black youth subjectivity. The findings of this study suggest that implementation of Rap music making as an in-school activity involves creative use of computer and multimedia technologies to develop novel social skills and competencies in elementary school youth and thus, also provides a framework for better promoting learning equity (race, ethnicity and class) with digital media and cultural responsiveness in urban education.

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Rap Music and the Empowerment of Today’s Youth: Evidence in Everyday Music Listening, Music Therapy, and Commercial Rap Music

Cited by 85 publications

References 57 publications

When they go low, we go high: Scholars of color, activism, and educational research in a post-truth era

When they go low, we go high: Scholars of color, activism, and educational research in a post-truth era

Empowerment‐Based Positive Youth Development: A New Understanding of Healthy Development for African American Youth

“Deeper than Rap”: Cultivating racial identity and critical voices through Hip-hop recording practices in the music classroom

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