Hip-hop and education
A literature review of experiences
Bibliographic Data
| ID | 14201259 |
|---|---|
| Authors | Noemi Laforgue-Bullido (0000-0003-3690-6077, Universidad Nacional de Educación a Distancia, corresponding author), David Abril-Hervás (0000-0001-5456-9938, Fundació Universitat-Empresa de les Illes Balears), Beatriz Malik-Liévano (0000-0002-3684-5430, Universidad Nacional de Educación a Distancia) |
| Year | 2024 |
| Volume | 70 |
| Issue | 5 |
| Pages | 747-766 |
| Publication date | 2024-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Review of Education (JOURNAL) |
| Journal identifiers | ISSN: 0020-8566 • E-ISSN: 1573-0638 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11159-024-10069-7 |
| OpenAlex | W4400890191 |
| Language | EN |
| Citations received | 2 |
| References cited | 31 |
The purpose of this study was to describe educational initiatives that use hip-hop culture as a means of socio-educational action. To this end, the authors carried out a systematic review of relevant articles published over the last 10 years in high-impact peer-reviewed journals and written in English, Spanish, Portuguese or Italian. After applying inclusion/exclusion criteria, 68 articles were analysed. This analysis revealed how most of the reported experiences refer to formal secondary education. Although a third of these experiences are linked to critical pedagogies, these were not derived from the critical use of hip-hop – which was largely instrumental. But by means of a thematic content analysis, the authors identify the main strengths and limitations of hip-hop culture as an educational medium. Among the strengths they highlight are its potential to build culturally relevant educational contexts for students traditionally excluded from the academic curriculum, its fostering of students’ political and social participation, and its facility to promote critical thinking. Among the challenges encountered in using hip-hop culture in educational spaces are some educators and families’ perceptions of hip-hop as anti-educational, the imposition by educators of a vision of hip-hop that is not shared by young people, and the lack of systematisation of experiences that can provide guidance on how to carry out this type of initiative
Curriculum · Inclusion (mineral) · Medical education · Pedagogy · Perception · Qualitative research · Social science · Sociology · Thematic analysis · Critical Race Theory in Education · Diverse Music Education Insights · Medicine · Music History and Culture · Psychology
Learning to Labour
Critical Hip Hop Pedagogy as a Form of Liberatory Praxis
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Let the People Rap
Subculture
Agency in UK hip-hop and grime youth subcultures – peripherals and purists
Hip-Hop practice as pedagogy
Disrupting neoliberalism and bridging the multiple worlds of marginalized youth via Hip-Hop pedagogy
From doo wop to hip hop
This Isn't Underground; This Is Highlands”
Racial Justice Beyond Credentials
Be Current, or You Become the Old Man”
Hip-hop Culture
The threatening nature of “rap” music
Interseccionalidad = Intersectionality
Rebels Without a Pause
Bilingual intercultural education and Andean hip hop
Critical Hip Hop Pedagogy, Moral Ambiguity, and Social Technologies
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |