Slam school
learning through conflict in the hip-hop and spoken word classroom
by Bronwen E. Low
Takes the reader into the heart of a poetry course in an urban high school to make the case for critical hip-hop pedagogies. Pairing rap music with its less controversial cousins, spoken word and slam poetry, this course honored and extended student interests. It also confronted the barriers of race, class, gender, and generation that can separate white teachers from classrooms of predominantly black and Latino students and students from each other. Argues that the very reasons teachers might resist the introduction of hip-hop into the planned curriculum are what make hip-hop so pedagogically vital. Reveals a student-centered pedagogy based on spoken word curriculum that is willing to tolerate conflict, as well as ambivalence, having the potential to air tensions and lead to new insights and understandings for both teachers and students. From publisher description.
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Subjects
Study and teaching (Secondary), Language arts (Secondary), Influence, Critical pedagogy, Secondary Education, Intergroup relations, Performance poetry, Curricula, Educational anthropology, Multicultural education, Hip-hop, Unterricht, Languages, Performance, Social aspects, Interkulturelle Erziehung, Language arts, Education, secondary, curricula, Poetry, study and teachingPlaces
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Slam school: learning through conflict in the hip-hop and spoken word classroom
2011, Stanford University Press
in English
0804763658 9780804763653
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Includes bibliographical references (p. [159]-177) and index.
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