(Re)negotiating knowledge, power, and identities in Hip-Hop Lit
Abstract
This ethnographic study contributes to the growing body of literature in cultural studies and critical pedagogy by showing how knowledge, power, and student interpretations are negotiated and renegotiated as hip-hop culture becomes a part of the official curriculum in “Hip-Hop Lit,” a hip-hop centered English literature class that I co-taught at “Howard High School.” In this study, I highlight the complex relationships that the students and teachers in Hip-Hop Lit forged with the texts and each other through various forms of identity work and the intersections of in-school and out-of-school pedagogy. Further, I demonstrate how these relationships facilitated the reconfigured roles of student, teacher, and researcher within the classroom. ^
Subject Area
Anthropology, Cultural|Education, Secondary|Education, Curriculum and Instruction
Recommended Citation
Marc Lamont Hill,
"(Re)negotiating knowledge, power, and identities in Hip-Hop Lit"
(January 1, 2005).
Dissertations available from ProQuest.
Paper AAI3179747.
http://repository.upenn.edu/dissertations/AAI3179747