| 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. |
