This study was motivated by a desire to address the diminishing presence of African American male teachers in U.S. schools and the significance of this study is multifold. First, through an examination of the life histories of African American teachers from the Hip Hop generation and their pedagogical beliefs, it sheds light on cultural contexts in which their experiences with Hip Hop culture, their motivations to teach, and their pedagogical approaches emerged. In doing so, this study expands upon the existing literature on teacher beliefs, which all but excludes the ontologies, epistemologies, and pedagogies of African American male educators.
This study focused on nine African American male K-12 teachers who were born between 1965 and 1984 and feel closely connected to Hip Hop music and culture. It examined their social, political, educational and cultural experiences (e.g. coming of age during the crack epidemic, their connections to political movements like Civil Rights and Black Nationalism), their schooling experiences, and their involvement with Hip Hop culture and how these experiences have influenced their pedagogical beliefs.
The participants embraced non-traditional pedagogies, relied on Hip Hop culture to support their daily instruction, and situated Hip Hop culture as the foundation of a transformative pedagogy that alleviates achievement challenges facing students of color, while producing positive academic outcomes for, particularly, African American boys.
|Advisor:||Brown, Tara M.|
|Commitee:||Chazan, Dan, Hill Collins, Patricia, Hughes, Sherick, Johnson, Odis|
|School:||University of Maryland, College Park|
|Department:||Curriculum and Instruction|
|School Location:||United States -- Maryland|
|Source:||DAI-A 70/09, Dissertation Abstracts International|
|Subjects:||Black studies, Curriculum development|
|Keywords:||African-American, African-American males, African-American teachers, Culturally responsive, Culturally responsive teaching, Hip-hop, Men, Teacher beliefs, Urban education|
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