Where is the Love? White Nationalist Discourse on Hip-hop

Rivers, Damian J.

doi:10.1007/978-3-319-59244-2_5

Cited by 3 publications

(2 citation statements)

References 24 publications

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“…The critical conscience of mathematics educators should demonstrate their power and privilege to resist the structural hegemony of certain groups and raise the voice of students who are ideologically subjugated by political and policy elites (Rivers, 2018). It requires mathematics educators to pay attention to the problems, challenges, and issues to be connected to their classroom pedagogical and research actions, even when the dominant groups may not want them to go in this direction and "that states may not want to face" (Smyser, 2003, p. 278).…”

Section: Rabin My Practice Of Critical Conscience Depends On the Conc...mentioning

confidence: 99%

Critical Conscience for Construction of Knowledge in Mathematics Education

Acharya

Belbase

Panthi

et al. 2022

IJEMST

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The process of constructing knowledge in mathematics education is critical in developing it as a discipline with an impact on the field of teaching, learning, and assessment based on theory and practice. How do mathematics educators perceive the processes of knowledge construction in mathematics education? It may have an implication in the methods of teaching, learning, and researching to enrich this discipline. In this context, the purpose of this study was to explore the Nepali mathematics educators’ perspectives on critical conscience for the construction of knowledge in mathematics education. The research participants were five university-level mathematics educators who participated in in-depth interviews on critical conscience in mathematics education. The qualitative thematic analysis of the interview data unveiled four major thematic groups in terms of four idiographic passes– culture, communication, collaboration, and context (4Cs); discourse, dedication, deliberation, and development (4Ds); equity, engagement, elaboration, and extension (4Es); and formation, fusion, frame of reference, and faculty of cognition (4Fs). The thematic interpretations of critical conscience may portray the paradigmatic assumptions of ontological, epistemological, and axiological primacy of mathematics education from the participants’ views. Policy and pedagogical implications of the themes have been discussed.

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Section: Rabin My Practice Of Critical Conscience Depends On the Conc...mentioning

confidence: 99%

Critical Conscience for Construction of Knowledge in Mathematics Education

Acharya

Belbase

Panthi

et al. 2022

IJEMST

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“…23 According to Damian J. Rivers, "white nationalists have also entered into hip-hop in Holland and Russia although the question of whether hip-hop can provide a legitimate forum for the dissemination of the white nationalist message remains open to debate." 24 NR has also appeared in Scandinavia and is represented by artists such as Zyklon Boom (his artist name is a reference to the Zyklon B gas used during the Holocaust) and Juice. 25 In Poland, since 2010, the local political scene has strongly shifted toward the nationalist right and seemingly independent rap has become a propaganda mouthpiece for nationalists who spread messages of far-right bands, such as Wuem Enceha.…”

Section: From the Voices Of Black Resistance In The United States To Nr In Eastern Europementioning

confidence: 99%

“Nation against the system”: nationalist rap as the voice of marginalized classes and losers from the neoliberal transformation in Poland

Żuk

2021

Communication and Critical/Cultural Studies

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This article analyzes the phenomenon of nationalist rap in Poland. According to the authors, the seemingly independent rap uses a more radical version of the discourse of the right-wing establishment that refers to nationalism, Islamophobia, and opposition to migrants. As there is no left-wing cultural narrative in the public space, nationalist rap has become a voice of those who have not benefited from the process of neoliberal transformation in Eastern Europe and a musical setting for the far right. From this perspective, nationalist rap is an identity response to class marginalization.

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Localized hip hop authenticity in early 2000s Finland: Retaining representations of race, class and gender in Beauty and the Bastard

Westinen,

Karkulehto,

Tervo

2023

Journal of Scandinavian Cinema

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Beauty and the Bastard (), a pioneering and award-winning youth film set within the emerging Finnish hip hop culture, draws on early twenty-first-century music-related youth films produced in the United States and reaches out thematically and musically to both African American and Finnish hip hop culture and rap music. Set in a predominantly White Finnish society, the film confronts many representational challenges concerning diversity, whether racial, class or gender. Based on contextual analysis of audio-visual representations, we discuss how such categories contribute to the construction of the film’s ‘authenticity’ – a key notion of hip hop culture – as a localized representation. We argue that in its project of localizing hip hop authenticity in early 2000s Finland, the film retains, rather than challenges or questions, representations of normative Whiteness, oppressive class distinctions and unequal gender norms.

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Where is the Love? White Nationalist Discourse on Hip-hop

Cited by 3 publications

References 24 publications

Critical Conscience for Construction of Knowledge in Mathematics Education

Critical Conscience for Construction of Knowledge in Mathematics Education

“Nation against the system”: nationalist rap as the voice of marginalized classes and losers from the neoliberal transformation in Poland

Localized hip hop authenticity in early 2000s Finland: Retaining representations of race, class and gender in Beauty and the Bastard

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