Critical Hip Hop Pedagogy, Moral Ambiguity, and Social Technologies

IF 1.4 4区教育学 Q2 ANTHROPOLOGY

Anthropology & Education Quarterly Pub Date : 2022-03-13 DOI:10.1111/aeq.12418

Kristine Ringsager, Lian Malai Madsen

引用次数: 1

Abstract

This article investigates hip hop activists within different organizational structures and their approach to hip hop as cultural form in itself, their cultural assumptions and educational ideologies as well as their relationship to institutional education, the music market and the citizen formation related to the Danish state’s integration projects. We argue that while hip hop has certainly proven to be a fruitful alternative to traditional educational practices, it also involves its own dilemmas and challenges.

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批判嘻哈教学法、道德歧义与社会科技

本文调查了不同组织结构中的嘻哈积极分子，以及他们对嘻哈作为文化形式本身的态度，他们的文化假设和教育意识形态，以及他们与机构教育、音乐市场和与丹麦国家整合项目相关的公民形成的关系。我们认为，虽然嘻哈已经被证明是传统教育实践的一种富有成效的替代方案，但它也有自己的困境和挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Anthropology & Education Quarterly Multiple-

CiteScore

3.30

自引率

7.70%

发文量

期刊介绍： Anthropology & Education Quarterly is a peer-reviewed journal that publishes scholarship on schooling in social and cultural context and on human learning both inside and outside of schools. Articles rely primarily on ethnographic research to address immediate problems of practice as well as broad theoretical questions. AEQ also publishes on the teaching of anthropology.