The Revolution Will Not Be Without Critical Hip-Hop Pedagogy: Disrupting Traditional Social Studies

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Culturally Sustaining Hip-Hop Pedagogies Across the Disciplines

Abstract

Tasked with teaching a white, middle/upper-class social studies curriculum, Teachers of Color often engage in disruptive pedagogies to challenge and reconstruct the curriculum. One way, Teachers of Color disrupt the traditional social studies curriculum is by using Hip Hop’s cultural practices. This paper examines how five Black and Latina/o(x) teachers employ Hip Hop culture in their pedagogical practice. Using Akom’s (2009) Critical Hip Hop Pedagogy and Critical Race Theory’s notion of counter-storytelling (Solórzano & Yosso, 2002), data analysis revealed that these teachers implement Hip Hop as a culturally relevant practice to engage students, yet some teachers used Hip Hop to rupture/counter dominant social studies narratives thereby transforming the curriculum.

Author

• Delandrea Hall, Georgia Southern University