Examining Hip-Hop as Culturally Relevant Pedagogy

Abstract

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.

Notes

¹All names of individuals, organizations, and schools in this article are pseudonyms.

Additional information

Notes on contributors

Jung Kim

Jung Kim is an assistant professor of reading and literacy at Lewis University. She has worked as a classroom teacher, literacy coach, and researcher. Her research and teaching interests focus on harnessing students’ multiliteracies for academic success and engagement. She also examines issues of critical literacy and equity, particularly in regards to race, within the ELA classroom.

Isaura Pulido

Isaura Pulido is associate professor in the Department of Educational Inquiry and Curriculum Studies at Northeastern Illinois University. Her research provides an alternative perspective to scholarly literature on urban schooling framed around testing, standardization of curriculum, and accountability. She focuses instead on developing understandings of how youths’ multi-layered identities converge and diverge with the processes of schooling in ways that affect academic achievement.