• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Salinas, Cinthia (5)
    • Brown, Anthony L. (Associate professor) (3)
    • Brown, Anthony L (2)
    • Payne, Katherina (2)
    • Adair, Jennifer K (1)
    • Brown, Keffrelyn (1)
    • Brown, Keffrelyn D. (1)
    • Castro, Antonio Jamie (1)
    • Childs, Joshua (1)
    • Duncan, Kristen E (1)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type:
    
    • Book (4)
    • Miscellaneous (1)
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Straight from the underground : teachers of Color, Hip Hop, and the remixing of social studies Hall, Delandrea Serita. - 2021 Abstract: The curriculum narrative found within the social studies centers the lives, experiences, and positions of middle/upper-class cisgender white men while excluding or silencing the experiences of people who have been historically marginalized. Scholarship regarding Teachers of Color demonstrates the ways these teachers’ pushback against this narrow curriculum. Yet, the practices of social studies Teachers of Color who participate in Hip Hop culture has largely been ignored. This critical qualitative case study examined how five Black and Latina/o(x) teachers utilize Hip Hop music and culture in their classrooms as a disruptive pedagogy in the social studies. Explored through interwoven framework of intersectionality, Critical Race Theory (CRT), and Critical Hip Hop Pedagogy (CHHP), this study revealed that the teachers’ deep understandings and knowledge of Hip Hop culture, desire to be change agents, context and content intent informed how these teachers incorporated Hip Hop as a disruptive pedagogy. Ultimately, this study demonstrates that the critical Hip Hop praxes (through CHHP) of Black and Latina/o(x) teachers works to disrupt and transform traditional notions of citizenship and the social studies curriculum. ; Curriculum and Instruction Keyword: Citizenship; Critical Hip Hop Pedagogy (CHHP); Hip Hop; Intersectionality; Social studies; Teachers of Color URL: https://doi.org/10.26153/tsw/13740 https://hdl.handle.net/2152/86789 BASE Hide details 2 Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity Magill, Kevin R.. - 2017 BASE Show details 3 Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years Holmes, Kathlene Alysia. - 2016 BASE Show details 4 Reading, interpreting, and teaching African American history : examining how African American history influences the curricular and pedagogical decisions of pre-service teachers King, Lagarrett Jarriel. - 2012 BASE Show details 5 Promoting critical multicultural citizenship : a case study of preparing social studies teachers Castro, Antonio Jamie. - 2009 BASE Show details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 5 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0