#HipHopEd: The Compilation on Hip-hop Education

Volume 1: Hip-hop as Education, Philosophy, and Practice


The first volume of #HipHopEd: The Compilation on Hip-hop Education brings together veteran and emerging scholars, practitioners and students from a variety of fields to share their research and experiences as it relates to the use of hip-hop in educational spaces. This text extends the current literature on hip-hop and education and focuses on the philosophy of hip-hop and education, the impact that hip-hop culture has on the identity of educators, and the use of hip-hop to inform mental health practices. Through their personal and practical experiences, authors of this text will spark new and creative uses of hip-hop culture in educational spaces.

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Christopher Emdin, Ph.D., is an Associate Professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia
University, where he also serves as Director of Science Education at the Center for Health Equity and Urban Science Education. He is the author of the New York Times Bestseller For White Folks Who Teach in the Hood … and the Rest of Y’all Too: Reality Pedagogy and Urban Education (Beacon, 2016), Between the World and the Urban Classroom (Sense, 2017) and Urban Science Education for the Hip-Hop Generation (Sense, 2010).

Edmund Adjapong, Ph.D., is an Assistant Professor of Educational Studies at Seton Hall University and a faculty fellow at the Institute of Urban and Minority Education. He is also the director of the Science Genius Program and Science Genius Academy. Dr. Adjapong has published his research on Hip-hop Education and equity in STEM (Science, Technology, Engineering, and Mathematics) in many journals such as the Journal for Urban Learning, Teaching and Research and the Journal of Critical Education.
Series Editors
Christopher Emdin, Teachers College, USA
Edmund Adjapong, Seton Hall University, USA
Shirley R. Steinberg, University of Calgary, Canada

Editorial Board
Darren Chetty, University College of London, UK
Amil Cook, Visual Artist/Educator, Pittsburgh, USA
Michael Dando, University of Wisconsin, USA
Antonia Darder, Loyola Marymount University, USA
Hodari Davis, Teaching Artist, Oakland, USA
George Dei, Ontario Institute of Studies in Education, Canada
Henry Giroux, McMaster University, Canada
Reenah Golden, Teaching Artist, Rochester, USA
Awad Ibrahim, University of Ottawa, Canada
Timothy Jones, Free Style Artist/Public Speaker, District of Columbia, USA
Tina Kahn, Toronto School District Board, Canada
Gloria Ladson-Billings, University of Wisconsin, USA
Ian Levy, University of Massachusetts – Boston, USA
Bronwen Low, McGill University, Canada
Jamila Lyiscott, University of Massachusetts – Amherst, USA
Priya Parmar, Brooklyn College, USA
Emery Petchauer, Michigan State University, USA
Elaine Richardson, Ohio State University, USA
Courtney Rose, Teachers College, USA
Yolanda Sealey-Ruiz, Teachers College, USA
Sam Seidel, Stanford University, USA
Vajra Watson, University of California – Davis, USA
Terri Watson, City College of New York, USA
Torie Weiston-Serdan, Claremont Graduate University, USA
Foreword: Bringin’ It xi
Shirley R. Steinberg

Acknowledgements xiii

Notes on Contributors xiv

Introduction 1
Christopher Emdin

Part 1
Our Philosophy as Pedagogy

Introduction to Part 1: Philosophy as Pedagogy 17
Christopher Emdin and Timothy Jones

1 From Big Homie the O.G., to GLB: Hip-Hop and the Reinvention of a Pedagogue 21
Gloria Ladson-Billings

2 Toward a Critical Hip-Hop Pedagogy for Teacher Education 27
Courtney Rose

3 Knowledge Reigns Supreme: The Fifth Element, Hip-Hop Critical Pedagogy & Community 38
Bettina L. Love
Part 2
Performance as Pedagogy

Introduction to Part 2: Performance as Pedagogy 49
Edmund Adjapong

4 Toward the Development of Science Geniuses 53
Edmund Adjapong

5 Learning alongside My Students through the Science Genius B.A.T.T.L.E.S. Program 60
Tara Ware

6 The Science Genius B.A.T.T.L.E.S.: The Toronto Experience 66
Tina Khan

7 The Youth Perspective: My Experience as a Science Genius 74
Elicia Estime

Part 3
The Intersection of Hip-Hop Culture & Identity

Introduction to Part 3: The Intersection of Hip-Hop Culture & Identity Considering Culture and Identity 85
Christopher Emdin and Edmund Adjapong

8 The Art of Teaching Using Hip-Hop 89
Matthew R. Morris

9 Hip-Hop Education: A Perspective of the Culture through the Eyes of a High School Teacher 97
Kai Jones

10 The “Northern Touch”: Using Hip-Hop Education to Interrupt Notions of Nationhood and Belonging 105
Francesca D’Amico-Cuthbert

11 Rust Belt to Hip-Hop: Development of an Emancipatory Science Knowledge of Self 113
Jeremy Heyman

12 In Search of Power and Identity: A Hip-Hop Autobiography 122
Lauren Leigh Kelly

Part 4
Addressing Mental Health through Hip-Hop Education

Introduction to Part 4: Addressing Mental Health through Hip-Hop Education 135
Christopher Emdin and Ian P. Levy

13 Hop Saved My Life: Addressing Mental Health Needs and Suicide Rates of African American Male Youth 139
Cassandra Ogbevire

14 “Turn Down for What?”: A Critical Examination of Black Youth Alcohol Consumption and the Influence of Hip-Hop Media 147
Melvin Williams

15 Why the Ed in #HipHopEd Is Not Enough: How Social Workers & Educators Can Change the Game 158
Raphael Travis Jr. and Joshua Childs

16 Aligning Community Defined Practice with Evidence Based Group Counseling: The Hip-Hop Cypher as Group Counseling 170
Ian P. Levy
All interested in connections between hip-hop and education, urban education and incorporating youth culture within educational spaces.
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