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Exploring Rap Music As Critical Pedagogy

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Exploring Rap Music As Critical Pedagogy “POETRY OUT OF POISON:” EXPLORING RAP MUSIC AS CRITICAL PEDAGOGY by JASMINE DARES B.A., Concordia University, 2007 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Society, Culture and Politics in Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2013 © Jasmine Dares, 2013 Abstract How to create learning experiences that are more relevant and empowering for young people is an ongoing issue for educators, youth workers, parents, social scientists, and students. Critical pedagogical theorists have identified gaps in formal education which limit the possibilities for critical thinking and student-centredness (Ibrahim, 2004; Low, 2007, 2011; McLaren, 1997). While many of these studies have been conducted in classroom settings, this study focuses on what can be learned from youth programs that were collaboratively developed by program directors and rap artists in community organizations. Using qualitative interviews and drawing from cultural studies, this research engages the perspectives of five participants who are actively involved in the development and implementation of hip hop youth programs. The emergent themes from the interviews highlighted hip hop culture’s relationship with social justice and social contradictions. These findings support the claim that critical rap pedagogies provide young people with more relevant learning experiences and with greater possibilities to draw connections between their own experiences and the wider community leading to greater opportunities for agency and empowerment. ii Preface This dissertation is an original intellectual product of the author, Jasmine Dares. The fieldwork reported in Chapters 2-6 was covered by the UBC Behavioural Research Ethics Board Certificate number H10-00530. The title of the thesis; “Poetry out of Poison” is a quote from Havoc, one of the research participants. iii Table of Contents Abstract.......................................................................................................................................... ii Preface...........................................................................................................................................iii Table of Contents ......................................................................................................................... iv List of Tables ................................................................................................................................ vi List of Figures.............................................................................................................................. vii Chapter 1: Introduction ............................................................................................................... 1 1.1 Research Questions ............................................................................................................... 5 1.2 Conceptual Framework and Positionality ............................................................................. 6 1.3 Purpose of the Research ...................................................................................................... 12 1.4 Significance of the Research............................................................................................... 12 Chapter 2: Literature Review....................................................................................................14 2.1 Hip Hop............................................................................................................................... 15 2.2 Hip Hop and Education....................................................................................................... 16 2.3 Hip Hop and Activism......................................................................................................... 19 Chapter 3: Theoretical Framework .......................................................................................... 23 3.1 Stuart Hall’s Encoding /Decoding....................................................................................... 24 3.2 Influence.............................................................................................................................. 29 3.3 Mediation ............................................................................................................................ 30 3.4 Empowerment ..................................................................................................................... 32 3.5 Hip Hop Culture as/and Relevance and Identity Building: Illustrated through the history of Africville ................................................................................................................................... 33 3.6 Hip Hop Culture Re-Imagined as Critical Pedagogy.......................................................... 38 Chapter 4: Methodology............................................................................................................. 44 4.1 Ethics and Participants ........................................................................................................ 45 iv 4.2 Participant Biographies ....................................................................................................... 46 4.3 Appropriateness of Methodology........................................................................................ 52 4.4 My Paradigmatic Stance and Role as a Researcher ............................................................ 53 4.5 Interview Protocols ............................................................................................................. 55 4.6 Data Collection.................................................................................................................... 64 4.7 The Interviews..................................................................................................................... 66 4.8 Data Analysis ...................................................................................................................... 70 Chapter 5: Findings .................................................................................................................... 75 5.1 How is rap pedagogy being defined by the research participants? ..................................... 76 5.2 How do the participants understand the relationship between pedagogy and activism?: Poetry out of Poison .................................................................................................................. 84 5.3 How and why is rap pedagogy being used in community organizations? .......................... 86 Chapter 6: Hip hop culture and violence: A misconception................................................... 91 6.1 Mediation .......................................................................................................................... 102 6.2 Mediation and Authenticity............................................................................................... 103 6.3 Influence............................................................................................................................ 107 6.4 Empowerment ................................................................................................................... 110 Chapter 7: Recommendations ................................................................................................. 113 7.1 Future Studies.................................................................................................................... 114 7.2 Community Organizations and Formal Education............................................................ 115 7.3 Rap Music in the Classroom ............................................................................................. 116 7.4 Rap Artists and Rap Music Pedagogy: Who gets to do it? ............................................... 118 7.5 Rap and Activism.............................................................................................................. 119 References.................................................................................................................................. 122 v List of Tables Table 1 Example Analysis Table…………………………………………………………71 Table 2 Comparative Frameworks for Pedagogical Practice……………………………..83 vi List of Figures Figure 1 Diagram of Potential Relationships……………………………………………….6 vii Chapter 1: Introduction This research focuses on the ways that rap music and hip hop culture are being used by social justice minded rap artists and community organizers as a strategy for teaching about history and culture and for promoting social justice. In other words, I am exploring the potential and in some cases real relationship between rap music pedagogy and the creation of greater possibilities for ethnoracially informed, progressive, social justice-based agency and learning. Theorists such as McLaren (1995) have alerted us to the tension between formal education and critical thinking and through this research I have investigated how rap artists and community organizations have used rap music to respond to this critical gap in education. According to McLaren (1995): What isn’t being talked about in today’s educational debate is the desperate need within our schools for creating a media literate citizenry that can disrupt, contest, and transform media apparatuses so that they no longer have the power to infantilize the population and continue
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