Toward Emotionally Freeing Third Spaces in Urban Classrooms: Reality Pedagogy and Hip-Hop/Spoken Word Therapy

• In Event: Perspectives on Urban Student-Driven Pedagogy

Abstract

This conceptual piece argues efforts to improve urban education can benefit from approaches to teaching that have sociocultural and socioemotional components. If the urban youth who traditionally underperform in schools also do not seek therapy, and come from communities where mental health stressors are most prevalent, we must consider a model for teaching that addresses their academic and mental health needs. We argue the creation of freeing emotional spaces that address these needs can be achieved through a distinct approach to pedagogy; reality pedagogy and hip-hop spoken word therapy. Combining these two theories into teaching targets two aspects of urban youth experience (education and mental health) and fosters classroom practices that transform how urban youth engage in/with the classroom.

Authors

• Ian Levy, Manhattan College

• Christopher Emdin, Teachers College, Columbia University

• P. Thandi Hicks Harper, Youth Popular Culture Institute, Inc.