When Hip-Hop Hopped in My Kindergarten–First Grade Classroom: Examining the Hidden Abilities of K–1 Students Through Hip-Hop Play

• In Event: 67.070 - Sheraton Roundtable 14 - Grand Centre
  In Roundtable Session: 67.070-8 - (Re)Creating Possibilities With Curriculum Within Constrained Times, Spaces, and Materials

Abstract

Using autoethnography as a method, this study retroactively analyzed a Black male kindergarten-first grade teacher’s Hip Hop Pedagogical approaches to explore how children’s ways of knowing and abilities were assessed through Hip Hop play (Broughton, 2017) Qualitative data sources amassed over the course of one full year, were analyzed using open and thematic coding; and triangulation (Patton, 2002). To enhance fidelity and trustworthiness, (1) personal memories/electronic classroom portfolios/classroom videos/self-reflections and (2) external data (archived teaching evaluations, parents’ emails) were used. Major themes were used to create three vignettes, which captured the findings of the study. The results concluded that children demonstrated learning and developmental outcomes, as a result of the teacher embracing their ways of knowing through Hip Hop Play.

Author

• Anthony Broughton, Claflin University