Examining Hip-Hop as Culturally Relevant Pedagogy
Examining Hip-Hop as Culturally Relevant Pedagogy
复制标题
将嘻哈音乐视为与文化相关的教育学
DOI：
10.1080/15505170.2015.1008077
复制
发表时间：
2015
影响因子：
--
通讯作者：
I. Pulido
中科院分区：
文献类型：
--
作者：
J. Kim;I. Pulido
文化相关教学法是一种框架，它将学生的学习过程概念化为取决于教育者对学生文化背景的深刻理解，以便共同构建知识和发展学术技能。同时，越来越多的研究探索将嘻哈作为有色人种城市青年的一种文化相关课程。这项工作通过提供两项基于芝加哥的研究的见解，探讨了嘻哈作为文化相关教学法的潜力和缺陷，这两项研究将嘻哈话语和意识形态纳入校内外的课程和教学计划中。这些见解表明，嘻哈可以成为吸引有色人种青年的有力工具，但教育者必须首先真正了解学生的实际情况，与学生、家庭和社区建立牢固的关系，并致力于社会正义。
Culturally relevant pedagogy is a framework that conceptualizes the process of student learning as contingent upon educators’ deep understanding of students’ cultural backgrounds to co-construct knowledge and develop academic skills. Concurrently, there are a growing number of studies that explore hip-hop as a culturally relevant curriculum for urban youth of color. This work explores the potential and pitfalls of hip-hop as culturally relevant pedagogy by offering insights from two studies based in Chicago that incorporate hip-hop discourses and ideologies into curriculum and programing in and out of schools. Insights suggest that hip-hop can be a powerful tool to engage youth of color, but educators must first truly grasp students’ realities, develop strong relationships with students, families, and communities, and be committed to social justice.