When I think of the hip-hop culture, what often comes to mind is music. Whether it be the genre of rap or of R & B, music portrays an identity that is associated with a hip-hop culture. There is a particular, “relationship that young people develop with hip-hop texts and language” (Petchauer, 2015, p. 79). Many of the lyrics or rhymes in rap songs have specific reference to the life of those immersed in this way of living. Petchauer (2015) also talks about aesthetic forms. These are, “situated ways of doing and being that are salient to hip-hop” (p. 79). From this quote, my perspective on the hip-hop culture broadens. I do not narrowly consider this culture only as a music genre, but I look beyond it to a lifestyle.
In connecting this piece to education, I think that it is imperative that educators know who their students are. That is, where they are coming from, their background, their interests, and the culture that surrounds them. In knowing this, teachers can better program plan for their students in a way that is meaningful and engaging. For example, what lessons might work in a white suburban community may not be the best way to approach students coming from an urban, inner-city community. Understanding the broader context of the environment you are in is very important as an educator and I look forward to continuing in my career in educations, challenging myself to work in different cultural settings.
Emery Petchauer, “Starting With Style: Toward a Second Wave of Hip-Hop Education Research and Practice,” Urban Education 2015, Vol. 50(1), pp. 78–105.
Emery Petchauer, “Starting With Style: Toward a Second Wave of Hip-Hop Education Research and Practice,” Urban Education 2015, Vol. 50(1), pp. 78–105.