A Case Study of Educator and Student Co-Development of Hip-Hop Social Justice Curriculum

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This study focuses on the codevelopment of a social justice curriculum unit through the collaborative efforts of students and teachers in the sixth grade using culturally relevant materials and resources in an urban school setting. Building upon the foundation of the American school system, minority students experience inequitable learning experiences that neglect to address social injustices and as a result struggle to combat oppressive measures. The theoretical frameworks—critical consciousness and critical race theory—are based on the works of Paulo Freire. Additional emphasis is placed on students’ voices in education. The study utilizes a qualitative case study approach to explore (a) how students construct social justice curriculum with educators used and hip-hop resources in a middle school in environment, (b) how the traditional roles for teachers and students change when they work collaboratively to develop such a curriculum, (c) the success factors and barriers to implementing a hip-hop a social justice curriculum, and (d) how the process affects the perceptions and views of educators and drives future instructional practice. Data were collected in the form of focus groups, interviews, observations, and examinations of student artifacts and reflective teacher journals. The findings are organized into three major sections: (a) participant profiles, (b) a description of the setting, and (c) study themes. Three themes emerged from data analysis: (a) a humanizing approach to education, (b) a strong sense of empowerment, and (c) the awakening of critical consciousness. The study culminates with an analysis of the data findings presented in Chapter 5 and a discussion of the limitations of the study, as well as the implications of their work for teachers, administrative leaders, and policy makers. Finally, the study concludes with recommendations for future studies.

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  • 01/31/2024
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