Is Hip-Hop Education Another Hustle? The (Ir)Responsible Use of Hip-Hop as Pedagogy

• In Event: Roundtable Session 100
  In Roundtable Session: Remaking Hip-Hop-Based Education: From a Source for Social Reproduction to a Pedagogy of Liberation

Abstract

Objectives or purposes
This chapter interrogates the conceptualization and social implications of HHBE in American public schools.
Perspective(s) or theoretical framework
The overall goal of this chapter is to raise inconvenient questions regarding social responsibility, which require answers from a shared philosophical foundation. What is the source of legitimate expertise for hip hop educators? What systems are in place to prevent the misappropriation (e.g. tracking, acculturation, and exclusion) of the culture of youth? And, will hip hop pedagogy be used to reform or re-enforce the “hidden” culture of power in the classroom and existing norms of schooling?
Methods, techniques, or modes of inquiry
We offer an interpretative review of the hip-hop based education movement.
Data sources, evidence, objects, or materials
We examined curriculum course packets, websites, posted videos, blogs, books, peer-reviewed journal articles and study guides.
Results and/or substantiated conclusions or warrants for arguments/point of view
We propose the following categorization of hip-hop education entities: supplementary hip hop programs, national campaigns, educational products, and not-for-profit organizations. Based on our review, we recommend/support hip-hop based initiatives that channel that energy of hip hop energy, with the understanding that these programs can only focus on a narrow slice of the challenges facing underserved students. The true spirit and strength of hip hop culture seem to appear in the supplementary education programs outside of school, which focus on self-expression, self-esteem, self-efficacy and, civic engagement. However, while these programs offer inspiration and hope to “at-risk” students, it still remains unclear how hip-hop education might truly challenge the social and structural inequality in the American school system.
Scientific or scholarly significance of the study or work
Efforts have been made to incorporate rap lyrics and hip hop culture into K-12 schooling. Proponents claim that hip hop-based education (HHBE) will (re)engage urban and “at-risk” youth and increase academic achievement. However, there is a lack of consensus on the meaning, purpose, or efficacy of hip-hop as education. Based on our review, we propose seven guiding questions that may help educators use hip-hop in a responsible manner.

Authors

• Travis L. Gosa, Cornell

• Tristian Fields, Cornel

• Ove Sernhede, Gothenburg University - Centre for Urban Studies