PDF_Akom_Critical Hip Hop Pedagogy

Published in: Equity and Excellence in Education

Full Title: Critical Hip Hop Pedagogy as a Form of Liberatory Praxis

This article uses Paulo Freire’s problem-posing method, youth participatory action research, and case-study methodology to introduce an alternative instructional strategy called Critical Hip Hop Pedagogy (CHHP). This approach attempts to address deep-rooted ideologies to social inequities by creating a space in teacher education courses for prospective teachers to re-examine their knowledge of hip hop as it intersects with race, class, gender, and sexual orientation; while analyzing and theorizing to what extent hip hop can be used as a tool for social justice in teacher education and beyond. Borrowing and extending the work of critical race theorists, particularly, Solorzano & Delgado Bernal, CHHP utilizes the following five elements to form its basic core: “1) The centrality of race and racism and their intersectionality with other forms of oppression; 2) Challenging the traditional paradigms, texts and theories used to explain the experiences of students of color; 3) The centrality of experiential knowledge of students of color; 4) The commitment to social justice; and finally 5) A transdisciplinary approach” (Solorzano & Delgado Bernal, 2001, p 312-315)