This AKILI-VIVIFY research and dissertation includes a traditionally written dissertation, a self-directed two-part short-subject documentary, and a self-produced educational music collective comprised of 50 original educational music compositions. An innovative pedagogical approach provides the framework for the critical examination of theories and methodologies that generated insight into how the AKILI pedagogy vivifies the natural genius of marginalized Neo-Indigenous scholars and enhances, enlivens, and enriches their capacity for change in themselves and in their communities. AKILI is the pedagogical approach comprised of culturally responsive lessons for multiple learning platforms. The VIVIFY PROSODIC is a 50-song music collective that works in conjunction with the AKILI lessons. An appendix is a catalog of songs by the researcher.
AKILI-VIVIFY is a mixed-methods research approach that encompasses autoethnography, phenomenology, participatory action research, and critical race theory (CRT). This study investigated the AKILI-VIVIFY pedagogy’s potential contribution to community restructuring along racial lines. Further, the study examines the absorption, application, and impact of AKILI-VIVIFY among Neo-Indigenous scholars of non-African descent. AKILI-VIVIFY is intensive pedagogy strategy based on an action research methodology grounded in CRT and is designed to explore through narrative and music the experience of young African Americans as it informs the educational process. The 50-song collective is entitled VIVIFY PROSODIC Mixtape because each song utilizes a scholarly hip hop approach grounded in suprasegmental and linguistic theory. The deeper purpose of the VIVIFY PROSODIC Mixtape is to enhance, enliven, and enrich Neo-Indigenous scholars’ capacity for inner change, which potentially strengthens their ability to change their communities. VIVIFY PROSODIC Mixtape melds traditional sonic concepts, classical rhetoric, and urban vernacular. The essential objective of the VIVIFY PROSODIC Mixtape is to expand the versification of Neo-Indigenous, Indigenous, and other culturally diverse learning populations. The essential objective of AKILI-VIVIFY is to help scholars to increase their knowledge of self, and their ability to change the world. Equally essential is the purpose of expanding Neo-Indigenous scholars’ self-confidence, inner pride, and freedom of expression to find their voice and to expand their awareness of options and possibilities outside of their current lived experience.
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|Advisor:||Henderson, Lenneal, Jr.|
|Commitee:||Kelly Epstein, Kitty , Steier, Frederick, Farren, Donna , Schumacher, Eric|
|School:||Fielding Graduate University|
|Department:||School for Leadership Studies|
|School Location:||United States -- California|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Early childhood education, Music education, Rhetoric, Ethnic studies, Native American studies, Sociology|
|Keywords:||Abolitionist education, Coronavirus, Culturally relevant, Culturally responsive, Hip-Hop music, Mindfulness, Neo-indigenous, Marginalization|
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