scholarly journals I know You got soul. Street education projects of Hip-Hop Based Pedagogy

2021 ◽  
Vol 21 (2) ◽  
pp. 106-123
Author(s):  
Davide Forgione
Keyword(s):  
Young People ◽  
Hip Hop ◽  
Cultural Context ◽  
Core Competence ◽  
Project Design ◽  
Childhood And Adolescence ◽  
Hip Hop Culture ◽  
Methodological Rigor ◽  
Development Goals ◽  
Set Up

Project design is a fundamental element within educational contexts. Plus, it is a core competence that should be part of the baggage of those working in education and learning, along with evaluative and empirical skills. Involving adherence to the context while maintaining a certain methodological rigor, it is considered important ensuring the achievement of development goals in childhood and adolescence. This intervention offers an innovative approach based on the application of pedagogical methods and practices close to the cultural context of the individuals, taking as reference the adolescent beneficiaries of an educational center in an urban area. The idea is to set up a educational street practice through Hip-Hop Based Education, a set of practices that incorporate the creative elements of hip-hop culture into teaching. Young people are encouraged to establish a connection with the contents dealt with by encountering them in their own cultural territory, educating through their own realities and experiences.   I know You got soul. Percorsi di Educativa di Strada basati sulla pedagogia Hip-Hop La progettazione è un elemento fondamentale all’interno dei contesti educativi nonché una competenza cardine che dovrebbe far parte del bagaglio di coloro che operano in ambito educativo e formativo, insieme a quella valutativa ed empirica. Implicando al tempo stesso di essere aderenti al contesto pur mantenendo un certo rigore metodologico, si considera importante nel garantire il raggiungimento dei traguardi di sviluppo nell’infanzia e adolescenza. Questa proposta d’intervento offre un approccio innovativo e improntato all’applicazione di metodi e pratiche pedagogiche vicine al contesto culturale degli individui, prendendo come riferimento i beneficiari pre-adolescenti e adolescenti di un centro educativo in un’area urbana. L’idea è imbastire un intervento di educativa di strada mediate la Hip-Hop Based Education, un insieme di pratiche che incorporano gli elementi creativi della cultura hip-hop nell’insegnamento. I giovani vengono così stimolati a stabilire una connessione con i contenuti trattati incontrandoli nel proprio territorio culturale, educando attraverso le proprie realtà ed esperienze.

Movimiento Hip Hop en Ciudad de Punta Arenas. / Hip Hop Culture in Punta Arenas

2014 ◽  
Vol 3 (06) ◽  
pp. 67-81
Author(s):  
Pablo Tascón España
Keyword(s):  
Social Sciences ◽  
Young People ◽  
Social Structure ◽  
Cultural Change ◽  
Hip Hop ◽  
Hip Hop Culture ◽  
Current Action ◽  
The Social ◽  
Historical Root ◽  
The City

El presente estudio busca comprender bajo un enfoque naturalista cómo en un periodo denominado por autores de las Ciencias Sociales ( Bajoit, 2009; Sandoval, 2010) de “cambio cultural”, emerge el movimiento Hip Hop y su particular forma de expresión en la ciudad de Punta Arenas. La investigación tiene un objetivo central y busca interpretar la relación entre la expresión contracultural y los jóvenes que son parte de tal, como así también sus significados respecto al ser actores del mismo. La investigación pretende identificar, entonces, la lógica de acción actual de los jóvenes y a su vez dilucidar si existe relación o no con la raíz histórica del movimiento Hip Hop, es decir una expresión de disidencia en razón de la estructura social establecida y las contradicciones que afloran de la misma. The following study aims to understand under the naturalist approach how in a period called for authors of the social sciences (Bajoit, 2009; Sandoval, 2010) of “cultural change”, emerges the Hip Hop movement and its particular form of expression in the city of Punta Arenas. The research has a main objective and seeks to interpret the relation between the expression counterculture and the young people that are part of it, likewise the meaning concerning to be actors of it. The research pretends to identify the logic of current action of the youngsters and at the same time elucidate if there is a relation or not with the historical root of the movement “Hip Hop”, i.e. an expression of dissent aiming with the social structure established and the contradictions that came out from itself.

Japanese street dance culture in manga and anime: Hip hop transcription in Samurai Champloo and Tokyo Tribe-2

2021 ◽  
Vol 7 (1) ◽  
pp. 61-79
Author(s):  
Po-Lung Huang
Keyword(s):  
African American ◽  
Hip Hop ◽  
Cultural Context ◽  
Hip Hop Culture ◽  
Dance Culture ◽  
Local Media ◽  
Main Material

Street dance, one of the four most important elements of hip hop culture, was developed mainly by African American youths in the 1970s and imported to Japan in the 1980s. Since then, street dance has been diversified by local media such as manga/anime in Japan. This article therefore analyses how Japanese storytelling, exemplified by Shin’ichirō Watanabe’s anime Samurai Champloo (2004–05), Santa Inoue’s manga Tokyo Tribe-2 (1997–2005) and Tatsuo Satō’s anime adaptation Tokyo Tribes (2006–07), has transcribed the hip hop elements into the Tokugawa-Edo period’s art scenes and fictitious ‘Tōkyō’, and provides a basis for understanding hip hop culture in Japan by drawing on Charles Taylor’s ‘language of perspicuous contrast’ (1985). Although manga and anime quickly reflected popular cultural trends in Japan, hip hop elements did not manifest as main material until Tokyo Tribe-2 was released. Thus, there was apparently a prolonged interval between the arrival of hip hop culture in Japan and its representation by manga/anime after Japanese youths’ first fancied street dance. Therefore, street dance culture could have been transformed within the Japanese cultural context. This article also analyses the representation/transcription of street dance and hip hop in manga/amine by contextualizing the Japanese sociopolitical background to explain this prolonged interval.

YOUTH, RELIGIOUS IDENTITY, AND AUTOBIOGRAPHY AT THE ENGLISH COLLEGES IN ROME AND VALLADOLID, 1592–1685

2012 ◽  
Vol 55 (2) ◽  
pp. 349-374 ◽  
Author(s):  
LUCY UNDERWOOD
Keyword(s):  
Quantitative Analysis ◽  
Young People ◽  
Early Modern ◽  
Religious Identity ◽  
Close Reading ◽  
Childhood And Adolescence ◽  
Catholic Priests ◽  
Religious Background ◽  
Oral Examinations ◽  
Set Up

ABSTRACTThis article analyses the records of 595 entrants to the English College, Rome, and 309 entrants to the English College, Valladolid. These Colleges, set up to train young English men as Catholic priests at a time when Catholicism was proscribed in England, required all entrants to complete questionnaires covering their social, educational, and religious background. The Responsa Scholarum are the autograph manuscripts of students at Rome; the Liber Primi Examinis consists of summaries of oral examinations written down by the interviewers. Through a combination of quantitative analysis and close reading of individual accounts, this article explores responses to the questionnaires, focusing on the engagement of young people with religion and religious identity. It argues that their self-writings shed important light on our understanding of both early modern religion and of early modern childhood and adolescence.

scholarly journals Rola kultury hip-hop w kształtowaniu się tożsamości młodzieży – wybrane konteksty

2018 ◽  
pp. 457-467
Author(s):  
Monika Bieńkowska
Keyword(s):  
Young People ◽  
Mass Media ◽  
Hip Hop ◽  
Black Americans ◽  
Hip Hop Culture ◽  
The Social ◽  
The World ◽  
Different Types ◽  
Master's Thesis ◽  
Youth Subculture

This article was developed on the basis of my master’s thesis on hip-hop culture as a factor shaping young people’s identity. In today’s world, young people are increasingly looking for ways to express themselves and their values, which may be associated with belonging to different types of subcultures. Growing individuals manifest their independence by disagreeing with the surrounding reality and defying the prevailing social principles. It seems appropriate to belong to a chosen youth subculture. I will devote my attention to the subculture originating among the black Americans, namely the hip-hop subculture. The rap environment is very often associated with a pejorative phenomenon, vulgarisms, blockers derived from the social margin. In today’s times, in the era of ubiquitous openness and availability of mass media, in the consumer-oriented environment, hip-hop has become a part of the lives of most young, adolescent audiences. The article will also present the development of hip-hop culture in Poland and around the world, as well as the effects that it brought in the process of shaping the identity of young people.

scholarly journals Ciphers, ‘hoods and digital DIY studios in India: Negotiating aspirational individuality and hip hop collectivity

2020 ◽  
Vol 1 (1) ◽  
pp. 25-45 ◽  
Author(s):  
Ethiraj Gabriel Dattatreyan ◽  
Jaspal Naveel Singh
Keyword(s):  
Social Media ◽  
Young People ◽  
Hip Hop ◽  
Global Capitalism ◽  
The World ◽  
Social Opportunities ◽  
Set Up ◽  
Individual Success ◽  
Subsequent Rise ◽  
The Ideal

This article argues for an attention to the DIY digital studio as a key site where aspiring hip hop MCs in the contemporary moment negotiate between their desire for individual success and their commitments to various forms of local belonging, not least which includes staying true to a hip hop ethos of collectivity. We follow Sonal, a b-boy and MC we worked with in a studio that we set up in Delhi, India in 2013 to work with aspiring MCs in the city’s scene. We trace his subsequent rise to fame in India to argue for an attention to the DIY studio as the material and metaphoric realization of the digital infrastructures of global capitalism. The studio manifests economic and social opportunities for young men like Sonal in Delhi, and, we suspect, for young people across the world who now have access to social media and inexpensive production hardware and software. Yet, in creating opportunities for individual economic and social uplift, the studio poses a threat to the ideal of a hip hop community that undergirds its possibility even as it opens up opportunities to enunciate commitments to other forms of belonging.

Hip-Hop Citizens: Arts-Based, Culturally Sustaining Civic Engagement Pedagogy

2016 ◽  
Vol 86 (4) ◽  
pp. 527-555 ◽  
Author(s):  
Paul J. Kuttner
Keyword(s):  
Young People ◽  
Civic Engagement ◽  
Civic Education ◽  
Low Income ◽  
Hip Hop ◽  
Civic Life ◽  
Cultural Resources ◽  
Hip Hop Culture ◽  
The Arts ◽  
The Many

Amid concerns about the decreasing political engagement of young people, scholars and policy makers have begun discussing the “civic achievement gap,” disparities in civic capacity between low-income students and Students of Color and their White, wealthier counterparts. While this scholarship raises important issues, it often relies on a narrow view of civic engagement, downplaying alternative forms of civic activity and the variability of civic life across contexts. This can lead to deficit-based models of civic education that bypass the opportunity to tap into the many less-visible ways youth, particularly those from low-income Communities of Color, are already engaged in civic life. In this article, Paul J. Kuttner offers as an alternative approach, youth cultural organizing, which engages young people in catalyzing change in their communities through the arts and other forms of cultural expression, drawing on shared cultural resources. He presents a theoretical framework for this culturally sustaining civic engagement pedagogy based on a case study of the organization Project HIP-HOP, and he explores the potential of the arts and hip-hop culture as asset-based spaces within which to engage young people in civic life.

Listening differently: youth self-actualization through critical Hip Hop literacies

2020 ◽  
Vol 19 (3) ◽  
pp. 269-285
Author(s):  
Lauren Leigh Kelly
Keyword(s):  
Young People ◽  
Critical Literacy ◽  
Hip Hop ◽  
Literacy Development ◽  
English Education ◽  
Critical Study ◽  
Content Type ◽  
Hip Hop Culture ◽  
Self Actualization ◽  
Hip Hop Pedagogy

Purpose This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that centering classroom pedagogy and curriculum on youth self-actualization best supports the critical literacy development of students grappling with social and structural inequities within an ever-evolving youth and media culture. Design/methodology/approach Building upon previous literature on critical literacy, Hip Hop pedagogy and adolescent identity formation, this paper shares data from a semester-long teacher–researcher case study of a high school Hip Hop literature and culture class to explore how young people develop critical literacies and self-actualizing practices through a critical study of youth culture. Findings For youth engaged in Hip Hop culture, co-constructing spaces to discuss their consumption of popular media and culture in class allows them to openly grapple with questions of identity, provide support for each other in dealing with these questions and reflect more critically upon their self-constructed, performed and perceived identities. Originality/value This form of English education challenges traditional notions of teaching and learning as it positions students as co-creators of curriculum and as part of the curriculum itself. Building on research that frames Hip Hop pedagogy as a culturally relevant tool for engaging urban youth, this paper argues that educators should approach critical Hip Hop literacy development as a means by which young people across diverse educational and social backgrounds come to know themselves and others as part of the process of self-actualization and critical resistance.

Youth Development in Europe

2009 ◽  
Vol 14 (4) ◽  
pp. 372-375 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Ingrid Schoon
Keyword(s):  
Young People ◽  
Relationship Quality ◽  
Youth Development ◽  
Social Relationships ◽  
Transition To Adulthood ◽  
Cultural Context ◽  
Integrative Framework ◽  
Reciprocal Interactions ◽  
The Family ◽  
Key Players

A series of six papers on “Youth Development in Europe: Transitions and Identities” has now been published in the European Psychologist throughout 2008 and 2009. The papers aim to make a conceptual contribution to the increasingly important area of productive youth development by focusing on variations and changes in the transition to adulthood and emerging identities. The papers address different aspects of an integrative framework for the study of reciprocal multiple person-environment interactions shaping the pathways to adulthood in the contexts of the family, the school, and social relationships with peers and significant others. Interactions between these key players are shaped by their embeddedness in varied neighborhoods and communities, institutional regulations, and social policies, which in turn are influenced by the wider sociohistorical and cultural context. Young people are active agents, and their development is shaped through reciprocal interactions with these contexts; thus, the developing individual both influences and is influenced by those contexts. Relationship quality and engagement in interactions appears to be a fruitful avenue for a better understanding of how young people adjust to and tackle development to productive adulthood.

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Introduction

2011 ◽  
Vol 40 (3) ◽  
pp. 1-3
Author(s):  
Christopher Driscoll
Keyword(s):  
African American ◽  
American Academy ◽  
Annual Meeting ◽  
Hip Hop ◽  
Religious Studies ◽  
Hip Hop Culture

At the 2010 annual meeting of the American Academy of Religion held in Atlanta, GA, a group of young scholars organized a wildcard session titled “What’s This ‘Religious’ in Hip Hop Culture?” The central questions under investigation by the panel were 1) what about hip hop culture is religious? and 2) how are issues of theory and method within African American religious studies challenged and/or rethought because of the recent turn to hip hop as both subject of study and cultural hermeneutic. Though some panelists challenged this “religious” in hip hop, all agreed that hip hop is of theoretical and methodological import for African American religious studies and religious studies in general. This collection of essays brings together in print many findings from that session and points out the implications of hip hop's influence on religious scholars' theoretical and methodological concerns.

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