| Two high school English Language Arts teachers, who used hip-hop in their classrooms, were observed over the course of a semester. Drawing upon the New London Group's (1996) pedagogy of multiliteracies, this study examines how these teachers' beliefs and practices enact a Critical Pedagogy of Hip-Hop in their classrooms. The study finds that the teachers use hip-hop both as content and as a pedagogical framework with which to teach their students. Despite the explicit statement of both teachers in using hip-hop to be more relevant to their students, their students have trouble identifying how the teachers use hip-hop in their teaching. The results indicate that a broader understanding of a hip-hop based education is needed and calls for a transformed understanding of curriculum, as well as teaching and learning. |
