Affiliation and Alienation: Hip-Hop, Rap, and Urban Science Education

Autor/in	Emdin, Christopher
Titel	Affiliation and Alienation: Hip-Hop, Rap, and Urban Science Education
Quelle	In: Journal of Curriculum Studies, 42 (2010) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Urban Schools; Music; Urban Youth; Science Education; Alienation; Criticism; Educational Attitudes; High School Students; Discourse Analysis; Student Attitudes; Dialogs (Language); Classroom Techniques + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Musik; Youth; Jugend; Naturwissenschaftliche Bildung; Entfremdung; Kritik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Diskursanalyse; Schülerverhalten; Dialog; Dialogs; Dialogue; Dialogues; Klassenführung
Abstract	The critiques of rap artists and other participants in hip-hop culture provide data for teachers and researchers to investigate the attitudes of US urban youth towards schooling. This study explores the complex relationships between hip-hop and science education by examining how rap lyrics project beliefs about schooling, the relevance of existing curriculum, and the intellectual capability of urban youth. These lyrics also provide a synopsis of this population's alienation from schooling and from science education in particular. By examining student discourses in two US high schools, this study shows how co-generative dialogues, and other classroom procedures derived from hip-hop culture, may be used to modify teaching and learning in science and to ameliorate urban students' alienation from schools. (Contains 18 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10