This eight year longitudinal action research study analyzed the educational evolution of eighteen African American urban middle school youth who participated in a Hip-Hop performance based academic enrichment program called Bassline Entertainment. The research participants were initially described as academically disengaged and some members were even described by their teachers as juvenile delinquents. Through their participation in Bassline, the research participants demonstrated the acquisition of educationally relevant skills such as networking and entrepreneurial and business acumen and dispositions applicable to their traditional academic experience and as a result, one hundred percent of its members earned admission into four year colleges and universities. This qualitative study was distinct from previous research efforts on Hip-Hop pedagogy and Hip-Hop literacy in that it provided a detailed curriculum and theoretical description of the underlying educational framework of Hip-Hop pedagogy and it featured a theory of professional agency development through aspiration and dilettantism phases of its subjects. Within this research, popular culture was reimagined as a component of Culturally Relevant Pedagogy and thus redefined our understanding and approach to teaching in a culturally relevant way. Additionally, one of the key findings of this research highlights the entrepreneurial and business education contributions of Hip-Hop culture and how this adds value to traditional educational curricula. This study also featured a Hip-Hop continuum which describes the relationship between observers, consumers, and participants with regard to Hip-Hop culture, and offered insight on factors associated with connecting education and popular culture.
|Commitee:||Henderson-Belton, Carol, Matusov, Eugene, Rys, Gail|
|School:||University of Delaware|
|Department:||School of Education|
|School Location:||United States -- Delaware|
|Source:||DAI-A 72/10, Dissertation Abstracts International|
|Subjects:||African American Studies, Black studies, Entrepreneurship, Middle School education, Educational psychology, Business education|
|Keywords:||Business education, Cultural relevance, Culturally relevant pedagogy, Entrepreneurship, Entrepreneurship education, Hip-hop, Hip-hop literacy, Hip-hop pedagogy, Urban education|
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