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<p>The purpose of this study is to explore the personal connections of P-20 educators with the phenomena of hip-hop. With literature support, we frame hip-hop as both counterstory and agency. This study positions hip-hop as a healing framework that promotes counternarratives, agency, and critical literacy. This study employs a qualitative approach that is informed by a phenomenological design to explore the experiences of 10 self-reported P-20 hip-hop educators. Through semi-structured data collection and thematic analysis, three themes emerge supporting hip-hop as a pedagogical and therapeutic tool for students and teachers in P-20 settings. While affirming literature on hip-hop pedagogy, this study also provides additional considerations for in-service and pre-service dispositional training for P-20 educators.</p>

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Hip-Hop was My Teacher: Framing Hip-Hop Pedagogy Through the Voices of P-20 Hip-Hop Educators

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月13日

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  • Derrick Robinson,
  • Torie C. Wheatley

摘要

The purpose of this study is to explore the personal connections of P-20 educators with the phenomena of hip-hop. With literature support, we frame hip-hop as both counterstory and agency. This study positions hip-hop as a healing framework that promotes counternarratives, agency, and critical literacy. This study employs a qualitative approach that is informed by a phenomenological design to explore the experiences of 10 self-reported P-20 hip-hop educators. Through semi-structured data collection and thematic analysis, three themes emerge supporting hip-hop as a pedagogical and therapeutic tool for students and teachers in P-20 settings. While affirming literature on hip-hop pedagogy, this study also provides additional considerations for in-service and pre-service dispositional training for P-20 educators.