Hip-hop is more than just music to me: a narrative study exploring the counter-stories of Black men elementary school teachers from the Hip-hop generation

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dawn Nicole Hicks Tafari (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Leila Villaverde

Abstract: In this qualitative dissertation study, the researcher utilizes a critical race methodology to address the dearth of Black men who teach in America's elementary school classrooms. Through the lens of a Black Feminist and Hip-Hop Feminist, the researcher explores the reasons Black men from the Hip-Hop generation become elementary school teachers and how growing up as part of the Hip-Hop generation has influenced their identity development and pedagogical awareness. The counter-stories of nine Black men elementary school teachers from the Hip-Hop generation were collected via a narrative method in which one-on-one interviews and a Facebook Focus Group were administered. The results of this study include five "purposes" for teaching: Teaching as an act of resistance; Teaching as an act of otherfathering; Teaching as a calling; Teaching as an act of passion; and Teaching as an expression of Hip-Hop. Furthermore, this study offers a discussion on the utilization of Hip-Hop as a viable form of critical pedagogy.

Additional Information

Language: English
Date: 2013
Black boys, Black Feminism, Black male elementary school teachers, Critical Race Methodology, Facebook, Hip-Hop
African American men $x Psychology
African American teachers $x Psychology
Education, Elementary $x Social aspects $z United States
Hip-hop $z United States

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