Suchergebnisse

Intro -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Contents -- Figures -- Tables -- Foreword: Field Notes from the Struggle: Hip Hop and the Fugitive Promise of Education -- Acknowledgments -- Introduction -- Session I: Roots and Routes of Hip Hop Pedagogy -- Side A Interlude: The Hip Hop Summer School -- Chapter 1: Revolutionary Youth Culture: A Brief History of Hip Hop for Educators -- Chapter 2: "The Breaks, The Archives and the OG Algorithm": The DJ as the Connective Healer and Curatorial Cornerstone-A Selected Experience -- Chapter 3: Aumente o Volume: Community Pedagogies of Rap Music in Brazil, Cuba, and Haiti -- Chapter 4: An Overview of Pedagogies and Perspectives on Hip Hop Education -- Session II: Theories of Hip Hop Pedagogy -- Side B Interlude: The Team Is Crucial, Find Your People -- Chapter 5: "How You Gon' Win When You Ain't Right Within?": Hip Hop Pedagogy as Racial Healing -- Chapter 6: Reading the World through Hip Hop and Black Women and Girls: Our Bodies and Pedagogies of Self Knowledge -- Chapter 7: "There's Levels to This Shit!": Contributions, Additive, Transformative, and Social Action Approaches to Hip Hop Content Integration -- Chapter 8: Hip Hop Development Theory within Hip Hop Praxis Pedagogy -- Chapter 9: A Hip Hop Pedagogy Framework for the Advancement of Science Education -- Chapter 10: Teaching as a Way of Life-On Hip Hop as the Essence of Nordic Bildung -- Session III: Research Methods in Hip Hop Pedagogy -- Side C Interlude: Methodologies of Authenticity in Hip Hop-Based Research -- Chapter 11: Thinking with Hip Hop Sound: Aesthetics in Research Methods -- Chapter 12: Toward Hip Hop-Informed Research Methodologies -- Chapter 13: Blackout Poetic Transcription: A Decolonial Hip Hop Method for Qualitative Research.

This qualitative study considered the development of a commitment to antiracist activism among Black and Latinx adolescents (n = 50) over 4 years of high school. Four waves of interviews with participating adolescents were analysed using a critical consciousness framework to consider participants' descriptions of their developing commitment to antiracist activism and the factors contributing to this development. From these analyses emerged five different trajectories of adolescents' developing commitment to activism that included steady growth over 4 years of high school, more sudden growth in the final years of high school, steady growth in the beginning years of high school followed by subsequent disengagement, and, finally, students whose commitments remained consistently high or low throughout high school.