Wish to Live

The Hip-hop Feminism Pedagogy Reader

Ruth Nicole Brown (Editor), Chamara Jewel Kwakye (Editor)

Research output: Book/ReportBook

Abstract

Wish To Live: The Hip-hop Feminism Pedagogy Reader moves beyond the traditional understanding of the four elements of hip-hop culture – rapping, breakdancing, graffiti art, and deejaying – to articulate how hip-hop feminist scholarship can inform educational practices and spark, transform, encourage, and sustain local and global youth community activism efforts. This multi-genre and interdisciplinary reader engages performance, poetry, document analysis, playwriting, polemics, cultural critique, and autobiography to radically reimagine the political utility of hip-hop-informed social justice efforts that insist on an accountable analysis of identity and culture. Featuring scholarship from professors and graduate and undergraduate students actively involved in the work they profess, this book’s commitment to making the practice of hip-hop feminist activism practical in our everyday lives is both compelling and unapologetic.
Original languageEnglish (US)
Place of PublicationNew York
PublisherPeter Lang
Number of pages271
ISBN (Print)978-1-4331-0646-0
StatePublished - Sep 12 2012

Publication series

NameEducational Psychology: Critical Pedagogical Perspectives
Volume3

Fingerprint

hip hop
feminism
graffiti
document analysis
educational practice
social justice
poetry
everyday life
genre
university teacher
graduate
commitment
art
community
performance
student

Cite this

Brown, R. N., & Kwakye, C. J. (Eds.) (2012). Wish to Live: The Hip-hop Feminism Pedagogy Reader. (Educational Psychology: Critical Pedagogical Perspectives; Vol. 3). New York: Peter Lang.

Wish to Live : The Hip-hop Feminism Pedagogy Reader. / Brown, Ruth Nicole (Editor); Kwakye, Chamara Jewel (Editor).

New York : Peter Lang, 2012. 271 p. (Educational Psychology: Critical Pedagogical Perspectives; Vol. 3).

Research output: Book/ReportBook

Brown, RN & Kwakye, CJ (eds) 2012, Wish to Live: The Hip-hop Feminism Pedagogy Reader. Educational Psychology: Critical Pedagogical Perspectives, vol. 3, Peter Lang, New York.
Brown RN, (ed.), Kwakye CJ, (ed.). Wish to Live: The Hip-hop Feminism Pedagogy Reader. New York: Peter Lang, 2012. 271 p. (Educational Psychology: Critical Pedagogical Perspectives).
Brown, Ruth Nicole (Editor) ; Kwakye, Chamara Jewel (Editor). / Wish to Live : The Hip-hop Feminism Pedagogy Reader. New York : Peter Lang, 2012. 271 p. (Educational Psychology: Critical Pedagogical Perspectives).
@book{4122088ed3344e8eb80bffb21d21b7eb,
title = "Wish to Live: The Hip-hop Feminism Pedagogy Reader",
abstract = "Wish To Live: The Hip-hop Feminism Pedagogy Reader moves beyond the traditional understanding of the four elements of hip-hop culture – rapping, breakdancing, graffiti art, and deejaying – to articulate how hip-hop feminist scholarship can inform educational practices and spark, transform, encourage, and sustain local and global youth community activism efforts. This multi-genre and interdisciplinary reader engages performance, poetry, document analysis, playwriting, polemics, cultural critique, and autobiography to radically reimagine the political utility of hip-hop-informed social justice efforts that insist on an accountable analysis of identity and culture. Featuring scholarship from professors and graduate and undergraduate students actively involved in the work they profess, this book’s commitment to making the practice of hip-hop feminist activism practical in our everyday lives is both compelling and unapologetic.",
editor = "Brown, {Ruth Nicole} and Kwakye, {Chamara Jewel}",
year = "2012",
month = "9",
day = "12",
language = "English (US)",
isbn = "978-1-4331-0646-0",
series = "Educational Psychology: Critical Pedagogical Perspectives",
publisher = "Peter Lang",

}

TY - BOOK

T1 - Wish to Live

T2 - The Hip-hop Feminism Pedagogy Reader

A2 - Brown, Ruth Nicole

A2 - Kwakye, Chamara Jewel

PY - 2012/9/12

Y1 - 2012/9/12

N2 - Wish To Live: The Hip-hop Feminism Pedagogy Reader moves beyond the traditional understanding of the four elements of hip-hop culture – rapping, breakdancing, graffiti art, and deejaying – to articulate how hip-hop feminist scholarship can inform educational practices and spark, transform, encourage, and sustain local and global youth community activism efforts. This multi-genre and interdisciplinary reader engages performance, poetry, document analysis, playwriting, polemics, cultural critique, and autobiography to radically reimagine the political utility of hip-hop-informed social justice efforts that insist on an accountable analysis of identity and culture. Featuring scholarship from professors and graduate and undergraduate students actively involved in the work they profess, this book’s commitment to making the practice of hip-hop feminist activism practical in our everyday lives is both compelling and unapologetic.

AB - Wish To Live: The Hip-hop Feminism Pedagogy Reader moves beyond the traditional understanding of the four elements of hip-hop culture – rapping, breakdancing, graffiti art, and deejaying – to articulate how hip-hop feminist scholarship can inform educational practices and spark, transform, encourage, and sustain local and global youth community activism efforts. This multi-genre and interdisciplinary reader engages performance, poetry, document analysis, playwriting, polemics, cultural critique, and autobiography to radically reimagine the political utility of hip-hop-informed social justice efforts that insist on an accountable analysis of identity and culture. Featuring scholarship from professors and graduate and undergraduate students actively involved in the work they profess, this book’s commitment to making the practice of hip-hop feminist activism practical in our everyday lives is both compelling and unapologetic.

UR - http://www.worldcat.org/oclc/806981067

M3 - Book

SN - 978-1-4331-0646-0

T3 - Educational Psychology: Critical Pedagogical Perspectives

BT - Wish to Live

PB - Peter Lang

CY - New York

ER -