Professor of English, Linguistics, and Religion
DOI:
https://doi.org/10.18533/journal.v1i3.37Keywords:
Gangs, Hip Hop, Multicultural education, pedagogyAbstract
This article reexamines cultural curriculum and marginalized youth at-risk for gang involvement. While the literature expresses various approaches to addressing the gang problem in the United States, including comprehensive gang initiative models, get tough policies, and comprehensive peace campaigns to stop the violence. All of these initiatives have seemingly done little to stop gang membership among school age youth. Education has proven to be the most significant means to improve an individual’s life chances, but African American students, in particular, are performing worse than Whites on an average. If society is to reach these youth through education, we argue that a new classroom pedagogy is needed. To this aim, creating a culturally responsive classroom through hip hop may be the answer to engage troubled youth in the classroom.Downloads
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).