嘻哈与教育:经验文献综述

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Noemi Laforgue-Bullido, David Abril-Hervás, Beatriz Malik-Liévano
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引用次数: 0

摘要

本研究旨在介绍利用嘻哈文化作为社会教育行动手段的教育举措。为此,作者对过去 10 年中发表在高影响力同行评审期刊上的相关文章进行了系统性审查,这些文章以英语、西班牙语、葡萄牙语或意大利语撰写。在采用了纳入/排除标准后,对 68 篇文章进行了分析。分析结果表明,所报告的大部分经历都与正规中等教育有关。虽然其中三分之一的经验与批判性教学法有关,但这些经验并非来自对嘻哈音乐的批判性使用--这在很大程度上是工具性的。但通过主题内容分析,作者指出了嘻哈文化作为一种教育媒介的主要优势和局限性。他们所强调的优势包括:为传统上被排除在学术课程之外的学生建立文化相关教育环境的潜力,促进学生参与政治和社会活动的潜力,以及促进批判性思维的潜力。在教育场所使用嘻哈文化所遇到的挑战包括:一些教育工作者和家庭认为嘻哈是反教育的;教育工作者将年轻人不认同的嘻哈理念强加于人;以及缺乏系统化的经验,无法为如何开展此类活动提供指导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Hip-hop and education: A literature review of experiences

Hip-hop and education: A literature review of experiences

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.

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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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