Utilizing the frameworks of critical race theory and culturally relevant pedagogy, this research illustrates ways in which hip-hop pedagogy can create a more liberating educational experience for Black and Latina/o students than currently offered in urban schools. The current literature on hip-hop pedagogy mainly focuses on how hip-hop makes standardized subjects more appealing to urban students while vaguely referencing its relevance to youth living in urban communities. Much less research has specified how hip-hop, within the classroom, can address the issues directly affecting Black and Latina/o youth. Consequently, some may wonder if hip-hop is actually being used to transform education, or merely to help students excel based on the standards of dominant culture (Au, 2005). The purpose of this thesis is to understand contemporary issues facing underprivileged Black and Latina/o youth, effective teaching methods that can be implemented in schools using hip-hop pedagogy, and areas of study relevant to hip-hop culture.
|Advisor:||Huber, Lindsay Perez|
|Commitee:||Gamble, Brandon, Portnoi, Laura|
|School:||California State University, Long Beach|
|Department:||Advanced Studies in Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 55/01M(E), Masters Abstracts International|
|Subjects:||Multicultural Education, Curriculum development|
|Keywords:||Critical race theory, Culturally relevant pedagogy, Hip hop pedagogy|
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