Hip-hop began in the 1970s as an artistic response to social, political, and economic oppression within African American communities in the United States. This artivist movement allowed community members to convey social inequities through music. Decades later, educators have begun using hip-hop as an educational tool. Our study examined whether hip-hop, as an educational pedagogy, could be a catalyst for perceived community change, inside and outside a collegiate classroom. Results suggested that hip-hop pedagogy can be a positive tool in student learning and community change, creating a safe educational space encouraging inclusion, self-expression, and student/instructor engagement.
Teachers faced with a survival crisis are, by virtue of being professional, continuously required to make decisions. That is, they are forced to draw upon their analyses of self, the learner, the curriculum, the conditions of learning, and their repertoire of teaching skills in order to facilitate the construction and carrying out of instructional strategies to meet learning objectives. The question, then, is not whether a professional teacher will make a decision but rather with what degree of competency.
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