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Visiting Washington, D.C.
Session Type: Symposium
Educators often ask how teachers who are white, non-urban, or lacking in hip-hop knowledge can authentically teach hip-hop in schools. The simple response is that anyone with the willingness to learn, research, and experiment can teach hip-hop, regardless of background. However, teaching methods in the hip-hop classroom are deeply influenced by teacher identity. Because hip-hop as a genre is inherently raced, classed, and gendered, a teacher’s race, class, and gender will inevitably impact the learning that takes place in hip-hop classrooms. As hip-hop continues to grow as a field of research and pedagogy, it is imperative that we explore the role of teacher identity in hip-hop education.
Inside and Outside: Subaltern Hip-Hop Identity Formation and Authentic Experience - Phillip Andrew Boda, Teachers College, Columbia University
Sticky Situation: Navigating Teacher Identity and Cultural Contexts in the Hip-Hop Classroom - Lauren Kelly, Teachers College, Columbia University
We Gon' Be Alright: Reflections on Whiteness and Authenticity in Hip-Hop Education - Brian Mooney, Teachers College, Columbia University
When Blackness Ain't Enough: Reflections on Teaching in an Urban High School Hip-Hop Classroom - Don C. Sawyer, Quinnipiac University