A Dialogue on Hip-Hop, Social Justice and Pedagogy
SMC Affiliated Work
School of Liberal Arts
Pedagogy, Culture & Society
The authors utilise the format of a dialogue in this essay to explore the place of hip-hop in the United States College classroom. Dialogue fosters a spirit of collaboration that generates more reflective responses and can spark new ideas that would be difficult to think of individually. Previous scholarship has also argued that hip-hop is itself inherently dialogic in that it constantly converses with the world at large. Thus, through dialogue, the authors debate pedagogy as it intersects with hip-hop culture. First, they discuss specific strategies for integrating hip-hop into the classroom, using examples from a range of previously taught classes. Second, they discuss some of the challenges they have faced in teaching with and about hip-hop, particularly as it pertains to the social locations of teachers and students. Finally, they explore whether hip-hop pedagogies are inherently critical, liberatory, or radical.
Hip-hop, critical pedagogy, social justice, radical teaching, race, hip-hop studies, liberatory pedagogy, dialogue
Arts and Humanities | Communication
Sachowitz, Aaron; Schönfeldt-Aultman, Scott. “A dialogue on hip-hop, social justice and pedagogy.” Sachs, A. D. and Schönfeldt-Aultman, S. Pedagogy. Culture & Society. October 11, 2017.
Sachs, Aaron and Schönfeldt-Aultman, Scott. A Dialogue on Hip-Hop, Social Justice and Pedagogy (2017). Pedagogy, Culture & Society. 265-281. 10.1080/14681366.2017.1389767 [article]. https://digitalcommons.stmarys-ca.edu/school-liberal-arts-faculty-works/755