Integrating Rap Lyrics as a Tool for Teaching Race, Equity, and Justice in an Upper Division Undergraduate Criminal Justice Course

• In Event: Advancing Justice Through Transformative DEI Educational and Pedagogical Practices in Criminal Justice

Abstract

This paper outlines the inclusion of rap lyrics as a tool for teaching race, equity, and justice in an upper division undergraduate criminal justice course. Students are tasked with analyzing rap lyrics by making connections from the lyrics to key words, terms, and concepts learned throughout the semester. Drawing on a thematic analysis of student exams, I invite student co-authors to review the findings with me, incorporate student narratives of their own course experience and assignment takeaways, and encourage students to relate the assignment to their own lived experiences. In doing so, we discuss how the inclusion and analyses of rap lyrics may extend traditional pedagogical approaches to teaching difficult topical areas and subject matter in criminal justice such as race, equity, and justice in three key ways: (1) experience in conducting content analysis; (2) allowing students to explore the lyrics and draw conclusions independently and innovatively while addressing key learning outcomes; and (3) exposure to the positive and negative social realities discussed in the course.

Author

• Erica Redner-Vera, San Diego State University