Pitfalls of hip hop pedagogy: Re-examining and questioning the definition

被引:2
作者
Wei, Ming Tao [1 ]
Yang, Zhi [2 ]
Wang, Xin [3 ]
Liu, Dan Xi [2 ]
Bai, Yu Jie [2 ]
Guo, Rui Yi [4 ]
Yu, Ning [5 ]
Ling, Xi [6 ]
机构
[1] Changshu Inst Technol, Teachers Coll, Suzhou, Peoples R China
[2] Univ Melbourne, Melbourne Grad Sch Educ, Melbourne, Vic, Australia
[3] Guangzhou Bosha Architectural Design Inst, ShaanXi Branch, Xian, Peoples R China
[4] Mahasarakham Univ, Fac Fine Appl Arts & Cultural Sci, Maha Sarakham, Thailand
[5] Shaanxi Normal Univ, Fac Educ, Xian, Peoples R China
[6] Fuzhou Inst Technol, Dept Phys Educ, Fuzhou, Peoples R China
来源
FRONTIERS IN PSYCHOLOGY | 2023年 / 14卷
关键词
hip-hop pedagogy; assessment; formal learning environment; education; rubric; graded scoring key; pedagogy; hip-hop based education;
D O I
10.3389/fpsyg.2023.1135808
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Recently, hip-hop pedagogy or Hip-Hop Based Education (HHBE) have become buzz words in the academic and public debate around hip-hop. However, we found that most definitions of hip-hop pedagogy are missing the concept of pedagogy itself. One consequence of failing to adequately explain the concept of pedagogy is that it may lead future hip-hop researchers, students, and teachers inadvertently to disseminate misinformation or foster unclear thinking by using "hip-hop pedagogy" in inaccurate or vague ways. For these reasons, it is important to have a shared understanding of hip-hop pedagogy. In this article, we present three updated, expanded definitions of hip-hop pedagogy with the potential for widespread acceptance. These definitions aim to convey in the simplest terms what hip-hop pedagogy is for the purpose of informing educators and preparing them to use data.
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页数:6
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