Affiliation and alienation: hip‐hop, rap, and urban science education

Emdin, Christopher

doi:10.1080/00220270903161118

Cited by 112 publications

(88 citation statements)

References 25 publications

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“…Moreover, studies of racial identity among African American adolescents show that positive racial identities can promote positive aca-demic identities and that achievement can serve as a buffer to a number of risk factors [Chavous et al, 2003;Harper & Tuckman, 2006]. In science education, research has shown that practices that allow and nurture Black students' ways of being and authoring themselves in the context of science teaching and learning in school and out-of-school contexts are critical in their participation in, and learning of, science [Brown, 2006;Elmesky, 2011;Emdin, 2010;Olitsky, 2006;Parsons, 2008;Tobin, Elmesky, & Seiler, 2005;Varelas et al, 2002]. Thus, a framework that strongly emphasizes constructing racial identities simultaneously with disciplinary and academic identities along with disciplinary knowledge is necessary in order to help African American children succeed in science and mathematics.…”

Section: Clic: Its Roots and Research Base And Potentialmentioning

confidence: 99%

Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools

2012

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We present a theoretical framework that views learning as a process involving content learning (CL) and identity construction (IC). We view identities as lenses through which people make sense of, and position themselves, through stories and actions, and as lenses for understanding how they are positioned by others. As people become more (or less) central members of a disciplinary community (e.g., a science or mathematics classroom) and engage (or not) in various cultural practices, changes in identity and knowledge accompany changes in position and status. IC and CL share an important characteristic: they both involve meaning making. For IC, it is the development of reasoned, coordinated, coherent, and meaningful ways of seeing one’s self in relation to communities, and for CL, it centers on the development of disciplinary concepts, processes, tools, language, discourse, and norms within practices. Focusing on Black students in mathematics and science classrooms, we claim that three intersecting identities are particularly important: disciplinary identity (as doers of the discipline, i.e., mathematics and science), racial identity (emerging understandings of what it means to be Black), and academic identity (as participants in academic tasks and classroom practices). In this paper, we elaborate on the CLIC framework as a useful tool for understanding how Black students negotiate participation in, and come to see themselves as doers of science and mathematics in their school classrooms. We synthesize empirical findings from our research with younger and older students, as well as with parents and community members, to illustrate dimensions of this framework.

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Section: Clic: Its Roots and Research Base And Potentialmentioning

confidence: 99%

Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools

2012

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“…Since the 1980s, cultural globalization has shaped the ways in which hip-hop and rap (as the primary literary text associated with the hip-hop culture) has become more widespread across the globe. Different groups and individuals, often those whom are most marginalized from society, achievement and the institutions of education in their countries, allocate and modify rap practices in ways that feel appropriate (Emdin 2009a). Hip-hop has in fact ''become all-encompassing, influential and global.…”

Section: Globalization Hip-hop and Science Educationmentioning

confidence: 99%

Rap as a roadway: creating creolized forms of science in an era of cultural globalization

Elmesky

2009

Cult Stud of Sci Educ

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Even during an era of cultural globalization where diversity, hybridity, and heterogeneity prevail, educational institutions remain unchanged and economically and racially marginalized students continue to experience a sense of exclusion in school. Whereas the science education community often addresses such exclusion in terms of the achievement gap or the lack of materials and qualified teachers in urban schools, there are also more subtle ways in which these students remain as outsiders to the culture of science. The study highlights how the acceptance and affordance of students' cultural capital can encourage a sense of belonging with school science. Specifically, this paper contributes to the literature by sharing longitudinal findings that reveal students' skills of orality, in the form of rap practices, can be rich resources for developing creolized forms of school science, and how rap creates entryways for students to form and reform hybridized identities in which canonical science discourse and lyrics about non-science subjects can begin to emerge in integrated, fluid and seamless manners.

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“…See, for example, the earlier work of Schaefer (1979), Wilson (1981), Lemke (1982) and Osborne and Freyberg (1985) which, as is discussed in this essay, can be seen as being on a continuum with the more recent work by Ogbu (1990), Key (2003), Aikenhead and Jegede (1999), Calabrese Barton (2001), Ninnes (2003), Elmesky (2005Elmesky ( , 2011, Snively and William (2008), Emdin (2010) and Chigeza and Whitehouse (2010).…”

mentioning

confidence: 90%