Jones, N. (2021). Why hip-hop
Why Hip-hop Belongs in Today’s Classrooms-Annotated Bibliography
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Jones, N. (2021). Why hip-hop belongs in today’s classrooms. Retrieved 6 October 2021, from https://theconversation.com/why-hip-hop-belongs-in-todays-classrooms-128993The article Why Hip-hop Belongs in Today’s Classrooms authored by Nolan Jones was published on TheConversation.com website on January 13th, 2020. It centers on the topic of hip-hop pedagogy and how educators are using the strategy to teach various subjects in the classroom context. Nolan Jones is an Adjunct Professor and is in charge of the Master’s Program in Educational Leadership at Mills College. He holds a Doctorate Degree and Masters Degree from Mills College and Holy Names University respectively. Jones’s interests are in Hip Hop Pedagogy, Constructivist education, and Public Pedagogy. He has presented his studies on Hip Hop Pedagogy at the National Association for Multicultural Education, National Conference on Race and Ethnicity, The National Association for Ethnic Studies, and the American Anthropological Association. Jones’s background and his research in hip-hop pedagogy increase my confidence in the findings of this article. I can tell for a fact that the article is accurate and reliable because it has been written by an expert in the field.
The article was published recently; on January 13th, 2020. This serves to affirm that the content of the article is reliable because it was published barely two years ago. It also helps me know the context in which the article was published. It informs me that this conversation was held recently making it an issue of concern. The article’s publishing website is The Conversation.com, a non-profit independent publisher of analysis and commentaries. The articles are developed by academicians and edited by professional journalists for delivery to members of the public. Their purpose is to facilitate an increased and better understanding of complex issues and current affairs. TheConvseration.com publishes a wide range of content ranging from news, research, commentary, and analysis journals. The website has grown to become an indispensable resource that provides free ideas, content, and talent for radio, television, and web follow-up. The intended audience for the article has to be researchers that have an interest in the future of pedagogy, teachers, and even students in various institutions of learning. I believe that this is not a scholarly article because it was not published with a specific audience in mind but rather for the consumption of the popular press. However, it is an online source written by academicians. The author alludes to the fact that despite hip-hop having a negative perception of instigating violence and abuse of women, there is no denying that it has proved effective in educating students on the very same issues in class. Jones alludes that hip-hop pedagogy is changing the game in education and it is attributed to improved critical thinking skills, active engagement, and improved educational performance. From my standpoint, there is no bias in the article. The matter articulates the main point as they are. Jones is neutral in his arguments and he presents both the positive and negative features of hip-hop pedagogy.
Without a doubt, Jones’s argument that hip-hop has proved effective in educational settings for the past decade is justified. His argument is sensible because according to recent research, hip hop imparts critical thinking skills, critical consciousness, critical literacy, and STEM skills to students. In so doing, it has made studying even more appealing to students who would otherwise not have been as interested. Music is a universal language and what better way to break down barriers especially in technical subjects like science and mathematics that have been labeled as hard (Jones, 2021). Using rap music to drive a point home is a game-changer for educators.
The author does a good job at explaining how hip-hop pedagogy is beneficial to students’ performance however, this study evokes a few questions. The main gap that I have identified would have to do with whether hip-hop pedagogy, has been approved as a method of study by schools. The article mentions that “hip-hop in America’s classrooms is not new.” It leaves me wondering if it has been used for the past two decades, what is preventing it from being formally adopted as a method of study in educational settings. It also leaves me wondering if there exist any policies in regards to the same.
The evidence that seemed most convincing to me is the example used by the author to demonstrate increased performance among students. Jones writes that initially, the Detroit teacher reported that only 33% of his students passed the vocabulary test but after introducing the rhyme with reason interactive series, he noted a significant increase in his students’ test scores. This evidence is most convincing because it uses a statistic. I believe that statistics point to facts making them accurate and reliable. It convinces me better that hip-hop pedagogy is beneficial after all.
The least convincing evidence is when the author notes that “hip hop did not invent violence, excessive consumerism, and mistreatment of women.” The author tries to pass across the message that hip hop is a mere reflection of the complexity of society. I fail to agree because I am of the opinion that hip-hop is an art. Art is the application of imagination and it leads to creativity. If music is an art, then it means that the content of hip-hop music does not have to be true because it is mere imagination.
This article turns around my entire way of thinking when it comes to hip-hop pedagogy. I have attended numerous classes and completed assignments that required me to listen to rap music and talk about various issues in American society including social inequality and heterogeneity, but I have never taken it seriously. I never thought that hip-hop pedagogy has existed for the last two decades. It is high time that hip-hop pedagogy becomes fully incorporated in the educational system.
As a result, if reading this text, I now understand better the fact that hip-hop pedagogy is beneficial for both students and teachers. I now know that using hip hop in teaching helps students become more active in class discussions and this is because hip hop music is something that they can relate to which makes learning interesting and enjoyable for them. I also better understand that using hip-hop to teach improves critical thinking skills and media literacy skills.
This source is similar in various aspects to other articles that I have come across that center on hip-hop pedagogy. Just like other articles, this source insists on the benefits of hip-hop pedagogy as a strategy of teaching in school. Additionally, the article opines that hip-hop pedagogy is instrumental in imparting important 21st-century skills such as STEM, communication skills, and critical thinking skills to students.
After reading this article, I see an opportunity for research as regards policy development and implementation on the issue. I feel it is important that we have policies that regulate teaching. The world is changing and living in era of digital modernization means that we have to advance education and tailor-make it to suit the specific needs of students. If using a rap song to teach will change the perception of students in a mathematics subject and make them perform better, then by all means we have to pursue policies that regulate hip-hop pedagogy and make protect the interests of both educators and students.
References
Jones, N. (2021). Why hip-hop belongs in today’s classrooms. Retrieved 6 October 2021, from https://theconversation.com/why-hip-hop-belongs-in-todays-classrooms-128993
