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<p>During a time when people are banning curricula that provide critical understandings of race, teachers will need to counteract the white nationalism prevalent in social studies classrooms. This study draws on data from semi-structured interviews, classroom observations, and recorded rap performances to demonstrate how hip hop pedagogy creates an educational space for counter-narratives in social studies education, while providing access to the healing power of Black art. Using the theoretical framework of Culturally Historical Responsive Education, this approach elucidates how teachers can utilize rap to facilitate a critical examination of both the past and the present. This study offers insight into how the use of rap pedagogy prioritizes an honest understanding of history and joy through the Critical Civic Rap Pedagogy (CCRP) learning model. Most forms of hip-hop pedagogy use the consumption of rap music to support learning goals. However, CCRP uses the production of rap lyrics as an analytical tool. Using hip hop pedagogy in this manner positions students as knowledge producers. It allows them to apply their lived experiences and insights to the critical civic content they learn, using rap to interrogate the past. The question that guides this study is: How are students developing criticality through joy using hip-hop pedagogy for critical civic learning?.</p>

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Critical Civic Rap Pedagogy: Using Hip Hop as a Counter-Narrative to White Nationalism

  • 期刊论文

  • 发表日期：

    2025年8月17日

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  • Jonathan Tunstall

摘要

During a time when people are banning curricula that provide critical understandings of race, teachers will need to counteract the white nationalism prevalent in social studies classrooms. This study draws on data from semi-structured interviews, classroom observations, and recorded rap performances to demonstrate how hip hop pedagogy creates an educational space for counter-narratives in social studies education, while providing access to the healing power of Black art. Using the theoretical framework of Culturally Historical Responsive Education, this approach elucidates how teachers can utilize rap to facilitate a critical examination of both the past and the present. This study offers insight into how the use of rap pedagogy prioritizes an honest understanding of history and joy through the Critical Civic Rap Pedagogy (CCRP) learning model. Most forms of hip-hop pedagogy use the consumption of rap music to support learning goals. However, CCRP uses the production of rap lyrics as an analytical tool. Using hip hop pedagogy in this manner positions students as knowledge producers. It allows them to apply their lived experiences and insights to the critical civic content they learn, using rap to interrogate the past. The question that guides this study is: How are students developing criticality through joy using hip-hop pedagogy for critical civic learning?.