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Hip-hop, born after the Civil Rights and Black Power Movements, is
an expression and embodiment of liberation. This book explores the
creative liberation, political liberation, and communicative
liberation for youth as one exemplar of culturally sustaining
pedagogy. The authors share what students and teachers learned in a
high school class where they could access and use their wealth of
historical and cultural capital. Using data from 4 years of an
ongoing participatory ethnography, this book tells the story of
teaching and learning with a curriculum that was developed and
implemented collaboratively with students. The authors demonstrate
that when urban youth have time, space (emotional, cultural,
pedagogical), and trust, and when the context for learning is
grounded in radical love, they will invest themselves in ways that
afford authentic expression of their ingenuity and agency,
resulting in consequential learning and liberation. Readers will
see how students develop as whole people whose expressions,
identities, and creativity build a sense of purpose and belonging
fundamental to becoming an active agent of change in their
community. The content of the class was hip hop, but the goal was
liberation—best class ever!Book Features: Centers youth as
curriculum makers and authorities of their own experiences.
Discusses hip hop as a curriculum in and of itself. Shows how
teaching with youth culture contributes to meaningful learning.
Includes examples of curriculum units and classroom activities.
Hip-hop, born after the Civil Rights and Black Power Movements, is
an expression and embodiment of liberation. This book explores the
creative liberation, political liberation, and communicative
liberation for youth as one exemplar of culturally sustaining
pedagogy. The authors share what students and teachers learned in a
high school class where they could access and use their wealth of
historical and cultural capital. Using data from 4 years of an
ongoing participatory ethnography, this book tells the story of
teaching and learning with a curriculum that was developed and
implemented collaboratively with students. The authors demonstrate
that when urban youth have time, space (emotional, cultural,
pedagogical), and trust, and when the context for learning is
grounded in radical love, they will invest themselves in ways that
afford authentic expression of their ingenuity and agency,
resulting in consequential learning and liberation. Readers will
see how students develop as whole people whose expressions,
identities, and creativity build a sense of purpose and belonging
fundamental to becoming an active agent of change in their
community. The content of the class was hip hop, but the goal was
liberation-best class ever! Book Features: Centers youth as
curriculum makers and authorities of their own experiences.
Discusses hip hop as a curriculum in and of itself. Shows how
teaching with youth culture contributes to meaningful learning.
Includes examples of curriculum units and classroom activities.
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