Starting With Style

Abstract

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.

“He didn’t know what he was doin’”: Student perspectives of a White teacher’s Hip-Hop class

“…Instead of asking, “How methodical is my Hip-Hop research?” I am asking myself, “How Hip-Hop is my research method?” This study perhaps most closely resembles an emergent methodology utilizing constant comparison for analysis (Glaser & Strauss, 1967). However, in order to generate scholarship that is not just about Hip-Hop, but created through Hip-Hop (Petchauer, 2015), I applied multiple elements of Hip-Hop musical practice to shape the design and analysis of this project. I think of my methodological approach as a scholar as something similar to that of a sample-based beat producer.…”

Hip Hop Pedagogy as Culturally Sustaining Pedagogy

“…Hip Hop originated in the early '70s in the Bronx with block parties thrown by DJ Afrika Bambaataa and Kool Herc, a Black DJ from Jamaica (Jeffries 2014). Hip Hop spread quickly as a community effort made under the specific contexts of working-class Black and Latinx youth in New York City, and beyond during the '70s and '80s (Petchauer 2015). The economic and social situations experienced by those in New York were not isolated, as economic shifts moved away from manufacturing, leaving many working and middle-class families under-employed and unemployed (Jeffries 2014).…”

“…Hiphopography can be used as a framework, applying Hip Hop pedagogy to addresses specific issues in an educational setting (Petchauer 2015). The outcomes could include using cyphers, elements of activism, and promoting leadership skills that connect to social justice pedagogies (Petchauer 2015).…”

“…Hiphopography can be used as a framework, applying Hip Hop pedagogy to addresses specific issues in an educational setting (Petchauer 2015). The outcomes could include using cyphers, elements of activism, and promoting leadership skills that connect to social justice pedagogies (Petchauer 2015). It is important to note that every student of color does not relate to Hip Hop, nor does it encompass the entirety of young person's experience (Jeffries 2014).…”

“…It is important to note that every student of color does not relate to Hip Hop, nor does it encompass the entirety of young person's experience (Jeffries 2014). Applying specific outcomes of educational practices informed by Hip Hop Pedagogy requires using multiple aspects of Hip Hop, and might give students tools and a framework, applying this pedagogy to educational challenges (Petchauer 2015).…”