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Using Hip Hop to Engage Marginalized Youth in Contemporary Urban Classrooms in Canada

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Using Hip Hop to Engage Marginalized Youth in Contemporary Urban Classrooms in Canada HIP HOP AND YA DON’T STOP: USING HIP HOP TO ENGAGE MARGINALIZED YOUTH IN CONTEMPORARY URBAN CLASSROOMS IN CANADA. DANIELLE KOEHLER A thesis submitted to the Faculty of Graduate Studies in partial fulfillment of the requirements for the degree of Master of Education Graduate Program in Education York University Toronto, Ontario September, 2014 © Danielle Koehler, 2014 Abstract This study uses two research methodologies: retrospective life histories, and qualitative research method in the form of youth questionnaires to examine student beliefs and connections to hip hop culture as a tool for student engagement. Through open-ended questionnaires with ten Canadian urban youths in the City of Toronto, this qualitative study revealed concepts of identity, student engagement, isolation and inclusion. The purpose of the study was to provide an empowering place for youth to be understood and heard in relation to their own educational journeys, capturing both the positive and negative experiences they have encountered. As a result of the study, I, the researcher was able to locate and analyze my own passion for hip hop through the retrospective life history method. Hip hop offers an array of resources, knowledge and consciousness which students can transfer across academic disciplines. This study offers recommendations for using hip hop as pedagogy to engage marginalized youth and thus lead to less isolation and more success. In order to understand hip hop’s place in schools across Canada it is important to analyze educational policies, both past and present and how these policies ultimately affect the implementation of hip hop pedagogy, which was employed in this study ii Acknowledgements First and foremost I would like to thank god for granting me the strength, privilege and intelligence to write this paper. My parents, who have and continue to support and encourage me to follow my dreams, thank you! To my mother, my queen: you are the reason I am where I am today. Your hard work, struggle and positive attitude have inspired me to achieve greatness beyond the measures of society’s expectations. You raised seven children in a big city and not once complained about the sacrifices you had to make for us. To my father, you are a great man who always believed in me and pushed me to achieve all I have. To my love, my husband and my rock; Josh. You always encouraged me to strive for more and that encouragement means the world to me. To the ‘yute dem’...remember to always keep your head up and strive to be your own individual. You all inspire me each and every day to challenge and change the system we call education. Believe me, one day it’ll be your voice and picture that shines through the curriculum. If it wasn’t for your inspiration this paper wouldn’t be what it is today. ‘Big’ up to my homegirls Nat, Homegirl, Priti and Becky. Ya’ll always understood my busy schedule and would find time to fit in a jam session when I needed a rest from the writing. ‘Big’ up to my mentor, brotha and inspiration, Ramon aka Rugged. You have paved the way for hip hop pedagogy to have a space in our schools and you continue to inspire me. To my dearest Joy Mannette...you were more than a supervisor. You were a mentor and pushed me into the direction I am going today. If it wasn’t for you I would have never thought to pursue my PhD. To Jacqueline Lynch, your continuous support and constructive feedback was much appreciated. Last but not least to my angel and daughter Marley who is my whole world: one day when you’re older you will read this and hope you love and cherish hip hop the way I do. iii Table of Contents Page Abstract ....................................................................................................... ii Acknowledgements (Shout Outs) ............................................................. iii Table of Contents ....................................................................................... iv List of Figures .............................................................................................v Chapter 1: Introduction ............................................................................1 My Love for Hip Hop .....................................................................3 Hip Hop and Education is a Necessary Partnership ........................6 Statement of Problem .......................................................................9 Rationale for Study ........................................................................10 Research Questions ........................................................................12 Definition of Key Terms ...............................................................13 Chapter 2: Literature Review .................................................................15 Hip Hop versus Mainstream Society .............................................15 Hip Hop and Literacy ....................................................................17 Hip Hop as Critical Pedagogy........................................................21 Hip Hop as Culturally Relevant Pedagogy ....................................23 Up North Flow ...............................................................................24 Educational Policies and Hip Hop Pedagogy ...............................27 Implications of Literature Review ................................................28 Chapter 3: Methodology..........................................................................30 Participants .....................................................................................31 Retrospective Life History .............................................................33 Qualitative Research Method .........................................................36 Policy Analysis ..............................................................................37 Data Collection ..............................................................................38 Data Analysis ................................................................................ 41 The Importance of Collaboration ..................................................42 Chapter 4: Findings Part One ................................................................46 Rhyme-ing to Re-Educate ..............................................................46 Can I get an encore? ......................................................................60 F.A.M.I.LY ....................................................................................62 Who am I? Revealing one’s Identity ............................................65 Pedagogy of Possibility................................................................. 67 iv Chapter 5: Findings Part Two ................................................................71 Introduction ..................................................................................... 71 Lack of School and Curriculum Engagement ..................................71 School Identity Exclusion ...............................................................75 Hip Hop’s Cultural Relevance .........................................................80 Summary ..........................................................................................85 Chapter 6: Educational Policies Intersection with Hip Hop ................86 What is policy? ............................................................................. 86 Policy Analysis Framework ...........................................................88 Growing Success Policy .................................................................89 Africentric Schooling .....................................................................91 The Safe Schools Act of Ontario ....................................................94 The Ontario Secondary School Literacy Test ............................... 95 Using Critical Discourse Analysis .................................................97 How Policies Affect Hip Hop Pedagogy .....................................109 Concluding Ideas ........................................................................114 Discursive Policy Web ................................................................117 Chapter 7: Discussion ............................................................................118 Introduction .................................................................................118 Fear of the Unknown ..................................................................118 Valuing out-of-school Literacies ................................................119 The Irreversible Effects of Being Labelled “At-Risk” ................120 Moving Towards a Culturally-relevant Education System .........124 Limitations and Implications for Research and Practice .............127 Conclusion ...................................................................................129 References ................................................................................................131 Appendix A: Key Informant Questionnaire .............................................140 Appendix B: Hip Hop Vocabulary ..........................................................141 Appendix C: Self-Destruction Lyrics .......................................................142 Appendix D: Informed Consent Forms....................................................146 Appendix E: Map of Toronto and Greater Toronto Area ........................148 Appendix F: Break it Down Lesson Plan .....................................................1 List of Figures Figure
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