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Integrating Hip-Hop And Cultural Relevant Lessons Into The Public School Curriculum, Sunni Ali
Integrating Hip-Hop And Cultural Relevant Lessons Into The Public School Curriculum, Sunni Ali
Educational Inquiry and Curriculum Studies Faculty Publications
The infusion of hip-hop into the school’s curriculum adds value and meaning for students and teachers (Haaken, Wallin-Ruschman, & Patange, 2012). Despite the cultural shift that altered the organic framework of hip-hop, referencing this art form from its most basic construct spurs student achievement, especially females (Henry, West, & Jackson, 2010). Most importantly, it serves as a cultural-relevant paradigm empowering students’ radical engagement with instruction. In addition, it enables teachers to construct lessons that connect students to their community along with social and political aspects influencing society. Students who immerse themselves studying hip-hop lessons have shown literacy improvement and increase …
Merging And Creating Culturally Relevant Pedagogy In Public Schools, Sunni Ali, Ryan Murphy
Merging And Creating Culturally Relevant Pedagogy In Public Schools, Sunni Ali, Ryan Murphy
Educational Inquiry and Curriculum Studies Faculty Publications
During the last fifty years, numerous individuals have sought new strategies for students, such as African Americans, whom the public schools have historically underserved. Not only are some parents of these students seeking change, but also researchers, politicians, and local groups. Nevertheless, it is clear that these efforts have posed several dilemmas, which (a) limit the voice and personal choice of learners, (b) standardize the value of learning, and (c) connote a hegemonic discourse. Therefore, this Best Practices essay is based on the theory that a culturally value-driven framework (CVD) of learning will allow African Americans and other students of …