Transhiphop pedagogy and epistemic disobedience in Senegal

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research & Method in Education Pub Date : 2022-03-30 DOI:10.1080/1743727X.2022.2052722

N. Niati, Payal Shah

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引用次数: 1

Abstract

ABSTRACT This study situates transnégritude within discussions that consider the ways in which young people in Senegal, with a shared transcolonial narrative, bound through an ‘imagined community,’ negotiate their space, their identities, and their ways of knowing through a Hip-Hop pedagogy. Our analysis is informed by Mignolo’s epistemic disobedience and the geo- and body-politics that challenge neo-colonial epistemologies. The global scope of Hip-Hop culture and its manifestations in West Africa nuances the ways in which young people view education and its impact on their social identity. A transnégritude perspective aptly ‘straddles’ black identity, agency, and deconstructionism and allows for a fluid navigation of Hip-Hop pedagogy. Through a Hip-Hop pedagogy, young people in Senegal work towards social transformation vis-a-vis informal education as a response to imperialism. In so doing, this study intends to contribute to qualitative inquiries on the connections between Hip-Hop, identity formation, and the ‘fluidity and location of engagement’ in Hip-Hop culture. The goal is to challenge the formal schooling context and interrogate youth identity and engagement vis-a-vis social transformation.

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塞内加尔的转运教学法与认知不服从

摘要本研究将跨性别置于讨论中，这些讨论考虑了塞内加尔年轻人如何通过嘻哈教学法，通过“想象中的社区”，通过共同的跨殖民叙事，协商他们的空间、身份和认识方式。我们的分析是由Mignolo的认识论抗命以及挑战新殖民主义认识论的地缘政治和身体政治提供的。嘻哈文化的全球范围及其在西非的表现，微妙地反映了年轻人看待教育的方式及其对其社会身份的影响。跨性别视角恰当地“跨越”了黑人身份、代理和解构主义，并允许嘻哈教育学的流畅导航。通过嘻哈教学法，塞内加尔的年轻人努力实现社会转型，而非正规教育则是对帝国主义的回应。通过这样做，本研究旨在对嘻哈文化中嘻哈、身份形成和“参与的流动性和位置”之间的联系进行定性研究。其目标是挑战正规教育背景，并询问青年在社会转型中的身份和参与度。

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来源期刊

International Journal of Research & Method in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

5.00%

发文量

期刊介绍： The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.