Schooling Teachers, Schooling Ourselves: Insights and Reflections from Teaching K-12 Teachers How to Use Hip-hop to Educate Students

Abstract

Hip-hop-based education (HHBE) research analyzes how hip-hop culture is used to produce favorable educational outcomes. Despite its richness, the work reveals little about how to prepare practicing K-12 teachers to use HHBE toward the critical ends reflected in extant HHBE literature. In this article, we challenge many tacit assumptions of HHBE research by examining the curricular and pedagogical wants and needs of in-service teachers who are interested in HHBE but who are not familiar with hip-hop's unique history and culture. Through a collaborative self-study with a teacher-educator, we, as Black male hip-hop insiders, reflect on the promises and pitfalls of preparing predominantly White teachers to incorporate hip-hop into their teaching and learning repertoire.

Engaging Black Males on Their Own Terms: What Schools Can Learn from Black Males Who Produce Hip-Hop

“…They are distanced enough from their experiences to offer clear reflections on their educational experiences, to understand the costs and benefits of their involvement with hiphop, and were candid about the importance of hip-hop in their lives without feeling the need to downplay the significance of hip-hop in their lives or play up the importance of formal education. Finally, individuals are hip-hop cultural producers that many school-aged youth look to as teachers and mentors and that schools (as will be explored) are more frequently calling on for the purposes of implementing hip-hop based education projects (Irby & Hall, 2011;Irby, Hall, & Hill, 2013).…”

“Something You Can Look Back On”: Teacher Candidates, Rap Music, and P-12 Social Studies

“…Despite the benefits of using rap in P-12 urban classrooms, scholars have identified a number of potential problems (e.g., Lynch, 2007; Mahiri, 1998; Stovall, 2006). As such, scholars assert that many teachers lack the knowledge necessary for integrating rap into their instruction (Hill, 2006; Irby et al, 2013; Mahiri, 1998), and even when teachers are knowledgeable about rap, they may select songs that reflect their own preferences, rather than the preferences of their students (Stovall, 2006). To illustrate, Stovall (2006) reported that although the rap he used would be classified as underground, most students “placed themselves between the approval of hip-hop of the radio-friendly variety and .…”

“…Given the potential benefits of using HHBE in P-12 urban classrooms, several studies have explored the integration of HHBE and other related approaches into teacher education (Akom, 2009; Baszile, 2009; Bridges, 2011; Cervantes, 2015; Hanley, 2007; Irby & Hall, 2011; Irby, Hall, & Hill, 2013; Irizarry, 2009; Paul, 2000; Petchauer, 2011, 2012; Rodriguez, 2009). Of these studies, more than half emphasized aesthetic elements such as sampling and representing (Irizarry, 2009; Petchauer, 2012), or other aspects of hip-hop culture (Baszile, 2009; Bridges, 2011; Rodriguez, 2009).…”

“…Of these studies, more than half emphasized aesthetic elements such as sampling and representing (Irizarry, 2009; Petchauer, 2012), or other aspects of hip-hop culture (Baszile, 2009; Bridges, 2011; Rodriguez, 2009). The remaining studies explored the use of rap music and lyrics in teacher education coursework (Paul, 2000) and in workshops for in-service teachers (Cervantes, 2015; Hanley, 2007; Irby & Hall, 2011; Irby et al, 2013). These studies have shown that many of the teachers and teacher candidates (TCs) who are interested in HHBE come to these learning experiences with only a basic understanding of the topic.…”

What Is Hip-Hop-Based Education Doing in Nice Fields Such as Early Childhood and Elementary Education?

“…The study concluded that although many educators recognize Hip Hop as a legitimate teaching framework, they have questions regarding how to teach HHBE effectively within the constraints of their respective schools. Findings such as these led Irby, Hall, and Hill (2013) to conclude the following:…”