Research Output per year
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 language||English (US)|
|Place of Publication||New York|
|Number of pages||271|
|State||Published - Sep 12 2012|
|Name||Educational Psychology: Critical Pedagogical Perspectives|
Brown, R. N., 2012, Wish to Live: The Hip-hop Feminism Pedagogy Reader. Brown, R. N. & Kwakye, C. J. (eds.). Peter Lang, p. 47-50 (Educational Psychology: Critical Pedagogical Perspectives; vol. 3).
Research output: Chapter in Book/Report/Conference proceeding › Chapter