Hip-Hop Español: Cultural Identity Development Through Counter-Framed Narratives in Hip-Hop Literacy Español After-School Program

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Revolutionizing Education Through Hip-Hop: Narratives of Empowerment and Liberation (Table 9)

Abstract

Notions about what is valuable knowledge reveals issues of power and influence (Soto and Swadener, 2005). This paper explores the complexities for young Latiné children’s positive cultural identity development and language learning through Hip-Hop Literacy Español (HHLE) among immigrant multi-language learners (MLLs) in the United States using frame theory. Anzaldúa (1987) claims that pride in one’s language allows a child to take pride in themselves. This paper examines positive identity development and literacy competencies through a HHLE after-school program using frame theory and culturally relevant pedagogy. This paper examines how HHLE dismantles white supremacy power dynamics and promotes liberation present at the intersection of schooling and society.

Authors

• Laura Edwards, Northern Kentucky University

• Thaddeus Atzmon, University of Northern Iowa