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Hip-hop’s historical nature as a mouthpiece for marginalized peoples provides a platform for its universal-appeal and contemporary relevancy. Moreover, hip-hop culture’s affirmation of a pedagogy of liberation has great potential not only to address many current issues in educational contexts, but also to create more egalitarian ambitions in western public schools.
Karen Snell has taught both graduate and undergraduate level music education courses at Boston University and the Eastman School of Music. John Söderman is associate professor of music education at Malmö University.
Acknowledgments Part 1 Ethnographic Hip-Hop Studies 1. Introduction 2. Young Hip-Hop Musicians Talk About Their Learning and Creative Strategies 3. Towards a Swedish Professional Hip-Hop Identity 4. The Musical Personhood of Three Canadian Turntablists: Implications for Transformative Collaborative Practice in Music Education 5. First Nations Hip-Hop Artists' Identity and Voice Part 2 Academization of Hip-Hop 6. Introduction to Part 2 7. The Formation of a Scientific Field: Hip-Hop Academicus 8. What is at Stake? How Hip-Hop is Legitimized and Discussed within University 9. Turntablism: A Vehicle for Connecting Community and School Music Making and Learning Part 3 Educational and Artistic Implications of Hip-Hop 10. Introduction to Part 3 11. Jean Grae and Toni Blackman: An Educational and Aesthetical Conversation with two Female Emcees 12. Folkbildning through Hip-Hop: A Presentation of two Rappers and one Swedish Hip-Hop Organization 13. How Critical Pedagogy and Democratic Theory can Inform Teaching Music, and Especially, Teaching Hip-Hop 14. The Informal Learning Practices of Hip-Hop Musicians 15. Outroduction: Implications for Music and Music Education Glossary of Terms Bibliography Index About the Authors
