Rethinking Pedagogy in Urban Spaces: Implementing Hip-Hop Pedagogy in the Urban Science Classroom

• In Event: Lessons Learned From Preservice and In-Service Teacher Programs

Abstract

A significant amount of research regarding Hip-Hop Based Education (HHBE) fails to provide insight on how to incorporate elements of Hip-Hop into daily teaching practices; rather educators focus mainly on incorporating Hip-Hop culture into curricula. This study explores the benefits of using two specific Hip-Hop pedagogical practices in an urban science classroom. Call-and-response and co-teaching, two different pedagogical approaches that are related to Hip-Hop culture were implemented and studied to understand their benefits in an urban science classroom. This study provides insight on ways Hip-Hop can be incorporated into the art and science of teaching, extending current HHBE research, which mainly discusses how Hip-Hop can be used to design curricula based on music and rhymes.

Authors

• Edmund S Adjapong, Teachers College, Columbia University

• Christopher Emdin, Teachers College, Columbia University

• Ian Levy, New Visions Charter High School for Advanced Math and Science II