Examining Teacher Educators' Dispositions Toward the Potential of Hip-Hop Pedagogy in Social Studies Education

• In Event: Hip-Hop Roundtable 1

Abstract

Through the lens of liberatory education, this research examines social studies teacher educators’ dispositions towards the potential of hip-hop pedagogy in social studies education. A critical discourse framework was utilized to examine individual interviews and existing literature published in social studies education on hip hop pedagogy. An analysis of the data revealed that the teacher educators held a racialized understanding of hip-hop culture that created tension with their understanding of preservice educators’ positionalities. This, paired with the fact that the teacher educators positioned themselves and their students as outsiders of hip-hop culture, led to hesitancy in implementing hip-hop pedagogy in their practice.

Authors

• Kelly R. Allen, University of Wisconsin - Milwaukee

• Jeffrey M. Hawkins, University of Wisconsin - Milwaukee