This book brings together veteran and emerging scholars from a variety of fields to chart new territory for hip-hop based education. Looking beyond rap music and the English language arts classroom, innovative chapters unpack the theory and practice of hip-hop based education in science, social studies, college composition, teacher education, and other fields. Authors consider not only the curricular aspects of hip-hop but also how its deeper aesthetics such as improvisational freestyling and competitive battling can shape teaching and learning in both secondary and higher education classrooms. Schooling Hip-Hop will spark new and creative uses of hip-hop culture in a variety of educational settings. Contributors: Jacqueline Celemencki, Christopher Emdin, H. Bernard Hall, Decoteau J. Irby, Bronwen Low, Derek Pardue, James Braxton Peterson, David Stovall, Eloise Tan, and Joycelyn A. Wilson “Hip hop has come of age on the broader social and cultural scene. However, it is still in its infancy in the academy and school classrooms. Hill and Petchauer have assembled a powerful group of scholars who provide elegantly theoretical and practically significant ways to consider hip hop as an important pedagogical strategy. This volume is a wonderful reminder that ‘Stakes is high!’” —Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin–Madison “This book is a bold, ambitious attempt to chart new intellectual, theoretical, and pedagogical directions for Hip-Hop Based Education. Hill and Petchauer are to be commended for pushing the envelope and stepping up to the challenge of taking HHBE to the next level.” —Geneva Smitherman, University Distinguished Professor Emerita, English and African American and African Studies, Michigan State University

Many educators already know that hip-hop can be a powerful tool for engaging students. But can hip-hop save our schools—and our society? Hip-Hop Genius 2.0 introduces an iteration of hip-hop education that goes far beyond studying rap music as classroom content. Through stories about the professional rapper who founded the first hip-hop high school and the aspiring artists currently enrolled there, Sam Seidel lays out a vision for how hip-hop’s genius—the resourceful creativity and swagger that took it from a local phenomenon to a global force—can lead to a fundamental remix of the way we think of teaching, school design, and leadership. This 10-year anniversary edition welcomes two new contributing authors, Tony Simmons and Michael Lipset, who bring direct experience running the High School for Recording Arts. The new edition includes new forewords from some of the most prominent names in education and hip-hop, reflections on ten more years of running a hip-hop high school, updates to every chapter from the first edition, details of how the school navigated the unprecedented complexities brought about by the COVID-19 pandemic and uprising in response to the murder of George Floyd, and an inspiring new concluding chapter that is a call to action for the field.

For over a decade, educators have looked to capitalize on the appeal of hip-hop culture, sampling its language, techniques, and styles as a way of reaching out to students. But beyond a fashionable hipness, what does hip-hop have to offer our schools? In this revelatory new book, Marc Lamont Hill shows how a serious engagement with hip-hop culture can affect classroom life in extraordinary ways. Based on his experience teaching a hip-hop–centered English literature course in a Philadelphia high school, and drawing from a range of theories on youth culture, identity, and educational processes, Hill offers a compelling case for the power of hip-hop in the classroom. In addition to driving up attendance and test performance, Hill shows how hip-hop–based educational settings enable students and teachers to renegotiate their classroom identities in complex, contradictory, and often unpredictable ways. “One of the most profound, searching, and insightful studies of what happens to the identities and worldviews of high school students who are exposed to a hip-hop curriculum." —Michael Eric Dyson, author, Can You Hear Me Now? “Hill’s book is a beautifully written reminder that the achievement gaps that students experience may be more accurately characterized as cultural gaps—between them and their teachers (and the larger society). This is a book that helps us see the power and potential of pedagogy.” —From the Foreword by Gloria Ladson-Billings, University of Wisconsin–Madison “Beats, Rhymes, and Classroom Life offers a vibrant, rigorous, and comprehensive analysis of hip-hop culture as an effective pedagogy, cultural politics, and a mobilizing popular form. This book is invaluable for anyone interested in hip-hop culture, identity, education, and youth.” —Henry Giroux, McMaster University “This book marks the time where our modern literature changes from entertainment to education. A study guide for our next generation using the modern day struggle into manhood and beyond.” —M-1 from dead prez

Christopher Emdin is an assistant professor of science education and director of secondary school initiatives at the Urban Science Education Center at Teachers College, Columbia University. He holds a Ph.D. in urban education with a concentration in mathematics, science and technology; a master's degree in natural sciences; and a bachelor's degree in physical anthropology, biology, and chemistry. His book, Urban Science Education for the Hip-Hop Generation is rooted in his experiences as student, teacher, administrator, and researcher in urban schools and the deep relationship between hip-hop culture and science that he discovered at every stage of his academic and professional journey. The book utilizes autobiography, outcomes of research studies, theoretical explorations, and accounts of students' experiences in schools to shed light on the causes for the lack of educational achievement of urban youth from the hip-hop generation.

Illuminating hip-hop as an important cultural practice and a global social movement, this collaborative project highlights the emancipatory messages and cultural work generated by the organic intellectuals of global hip-hop. Contributors describe the social realities--globalization, migration, poverty, criminalization, and racism--youth are resisting through what individuals recognize as a decolonial cultural politic. The book contributes to current scholarship in multicultural education, seeking to understand the vilification of youth (of color) for the social problems created by a global system that benefits a small minority. In an age of corporate globalization, "Hip-Hop(e)" highlights the importance of research projects that link the production of educational scholarship with the cultural activities, everyday practice, and social concerns of global youth in order to ameliorate social, economic, and political problems that transcend national boundaries. Contents include: (1) Hip-Hop(e): Introduction: The Cultural Practice and Critical Pedagogy of International Hip-Hop (Michael Viola and Brad J. Porfilio); (2) Toward a Critical Pedagogy of Possibility: Arab American Hip-Hop and Spoken Word as Cultural Action for Freedom (Muna Jamil Shami); (3) An Empire State of Mind: Hip-Hop Dance in the Philippines (J. Lorenzo Perillo); (4) Hip-Hop in Sweden--Folkbildning and a Voice for Marginalized Youth (Ove Sernhede and Johan Soderman); (5) True Fuckin' Playas: Queering Hip-Hop through Drag Performance (Leslee Grey); (6) Hip-Hop Citizens: Local Hip-Hop and the Production of Democratic Grassroots Change in Alberta (Michael B. MacDonald); (7) Hip-Hop Pedagogues: Youth as a Site of Critique, Resistance, and Transformation in France and in the Neoliberal Social World (Brad J. Porfilio and Shannon M. Porfilio); (8) The Troubadour: K'Naan, East Africa, and the Trans-National Pedagogy of Hip-Hop (Crystal Leigh Endsley and Marla Jaksch); (9) Hip-Hop and Critical Revolutionary Pedagogy: Blue Scholarship to Challenge "The Miseducation of the Filipino" (Michael Viola); (10) Public Enemies: Constructing the "Problem" of Black Masculinity in Urban Public Schools (Darius Prier); (11) Rebellion Politik: a Tale of Critical Resistance through Hip-Hop from St. Paul to Havana (Brian Lozenski); (12) Is Hip-Hop Education Another Hustle? The (Ir)Responsible Use of Hip-Hop as Pedagogy (Travis L. Gosa and Tristan G. Fields); (13) Reading, Writing, and Revolution: Spoken Word as Radical "Literocratic" Praxis in the Community College Classroom (Lisa William-White, Dana Muccular, and Gary Muccular); (14) Taking Back Our Minds: Hip-Hop Psychology's (hhp) Call for a Renaissance, Action, and Liberatory Use of Psychology in Education (Debangshu Roychoudhury and Lauren M. Garder); (15) R.U.N.M.C. (Are You an Emcee?) or Rhetoric Used Now to Make Change (Jeremy Bryan); (16) Hip-Hop as a Global Passport: Examining Global Citizenship and Digital Literacies through Hip-Hop Culture (Akesha Horton); (17) Stupid Fresh: Hip-Hop Culture, Perceived Anti-Intellectualism, and Young Black Males (Don C. Sawyer, iii); and (18) Hustlin' Consciousness: Critical Education Using Hip-Hop Modes of Knowledge Distribution (Decoteau J. Irby and Emery Petchauer).

Hip-Hop and Dismantling the School-to-Prison Pipeline was created for K-12 students in hopes that they find tangible strategies for creating affirming communities where students, parents, advocates and community members collaborate to compose liberating and just frameworks that effectively define the school-to-prison pipeline and identify the nefarious ways it adversely affects their lives. This book is for educators, activists, community organizers, teachers, scholars, politicians, and administrators who we hope will join us in challenging the predominant preconceived notion held by many educators that Hip-Hop has no redeemable value. Lastly, the authors/editors argue against the understanding of Hip-Hop studies as primarily an academic endeavor situated solely in the academy. They understand the fact that people on streets, blocks, avenues, have been living and theorizing about Hip-Hop since its inception. This important critical book is an honest, thorough, powerful, and robust examination of the ingenious and inventive ways people who have an allegiance to Hip-Hop work tirelessly, in various capacities, to dismantle the school-to-prison pipeline.

Theresa Anderson is every kind of smart: too smart-mouthed for her own good, street smart enough to deal with a neighborhood that gets more dangerous every day, and more book smart than anyone knows. But with the example of her super-achieving older brother towering above her, Theresa hasn’t even been trying. How can a girl compete against the family favorite, especially when he’s a certified local hero? With her parents and her teachers always on her case, and her best friend pregnant and dropped out of school, Theresa turns to hip-hop for comfort. Her favorite singers seem to understand her when no one else does. Everything changes when a new man comes into Theresa’s life: Devon, whose tough-guy reputation conceals a blazing ambition for academic success. Devon helps Theresa face up to her own talent and ambition, and together they set off on a three-year quest to beat the SAT and get into top colleges. But then Devon gets shot in a street fight, leaving Theresa with two piles of unfinished college applications—her own and Dev’s—and time running out. . . .