Reframing civic education through hip-hop artistic practices: an empowerment and equity based learning model for black adolescents

ABSTRACT

Using the Connected Learning framework as a conceptual lens, this study utilises interviews and focus groups to explore classroom outcomes of and Hip-Hop Music Education programme piloted within two predominantly African American urban elementary schools. Three specific themes that emerged within post-program discussions with participants were that the program’s critical elements were that it: a) valued student enthusiasm for Hip-Hop music culture and centred discussions of its current social climate as appropriate for the academic setting, b) provided mentorship to see music as an agent for social change and c) nurtured their Hip-Hop identities in ways that were impactful for their individual trajectories. These findings suggest that Hip-Hop education programmes can be supportive to Black youths’ critical thinking, individual empowerment and understanding of community. To conclude, I argue that participation in Hip-Hop Based Education programs are a multi-dimensional asset that can empower Black youths for the media literacy education necessary to navigate their social, civic, personal, academic and professional lives.

KEYWORDS:

• Connected learning
• media literacy
• hip-hop pedagogy
• black youth

Acknowledgments

The author would like to thank Dr. Claudio Benzecry for technical assistance and for providing feedback on this manuscript in its formative stages.

Disclosure statement

No financial interest or benefit has arisen from the direct applications of this research.

Notes

1. Ito et al. (2015) call out the importance of consequential connections, or the importance of building contexts where youth capacities in affinity spaces/networks can be meaningfully applied and exercised in formal academic spaces.

Additional information

Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.