Don\u27t Judge a Book by its Cover: An Ethnography about Achievement, Rap Music, Sexuality & Race

The purpose of this ethnographic study was to explore how youth consumption of rap music informed their ideas of gender, race, sexuality, and education at a local community center in Atlanta, Georgia. The participants in the study were comprised of three male and six female Black students from working class families, ranging in age from 13–17 years old. The data collection process included 60 formal interviews, 55 informal interviews, 27 focus group interviews, 103 participant observations, and document analyses of media materials. Atlas.ti: The Knowledge Workbench (2003) assisted with the organizing, coding, categorizing, and interpreting of the vast amount of data. Findings from the study revealed four major themes: (a) youth’s engagement with rap music fostered essentialized notions of Blackness, (b) teens believed that Blacks were intellectually inferior, (c) youth perceived their classroom teachers as racist and (d) youth responded to their teacher’s perceived racism by disassociating themselves from youth they believed to be academically inferior. The findings of this study addressed the need for candid dialogues about race in the classroom and educational policy that incorporates critical media literacy

Exploring Liberatory Practices of Dreamkeepers

In this paper, we interviewed four extremely accomplished Black educators who represent a range of disciplines, ages, and levels of education. We relied on referrals from peers in the field, then determined whether those individuals were exemplary Black educators using the extraordinary historian, psychologist, and teacher Dr. Asa Hillard’s definition of a master teacher. The four educators we ultimately selected met those criteria. Our lengthy conversations with each educator explored their drive, inspiration, joy, and practices in the journey toward becoming and being a Black liberatory educator

Employment Effects of Different Innovation Activities: Microeconometric Evidence

Using the model recently developed by Jaumandreu (2003) this paper reports new results on the relationship between innovation and employment growth in Germany. The model is tailor-made for analysing firm-level employment effects of innovations using specific information provided by CIS data. It establishes a theoretical link between employment growth and innovation output. The econometric analysis confirms that product innovations have a positive impact on employment. In contrast to previous studies, this effect is independent of the novelty degree. Moreover, different employment effects between manufacturing and service firms regarding process innovations were found. Finally, from a cross country perspective the results for Germany are similar to those found for Spain and the UK

‘Oh, They’re Sending a Bad Message to Kids and About Blacks’: Black Males Resisting & Challenging Eurocentric Notions of Blackness Within Hip Hop & the Mass Media Through Critical Pedagogy

  The ethnographic study that forms the basis of this article investigated the ways in which three Black males, Darrell (15), Reggie (15), and Dave (16), negotiated the messages of rap and the mass media to form their own counter-narratives of Blackness. The article aims to: (1) demonstrate how Black males are deconstructing rap to expose racial stereotyping within society and the media; (2) explore how Black males are debunking monolithic notions of Black masculinity; and (3) investigate youths’ knowledge-making processes outside the walls of their schools

Imagining Mattering: Hip Hop Civics Ed, Intersectionality & Black Joy

Dr. Bettina L. Love is an award-winning author and Associate Professor of Educational Theory & Practice at the University of Georgia. Her research focuses on the ways in which urban youth negotiate Hip Hop music and culture to form social, cultural, and political identities to create new and sustaining ways of thinking about urban education and social justice. She also concentrates on transforming urban classrooms through the use of non-traditional educational curricula and classroom structures. Recently, Dr. Love was named the Nasir Jones Fellow at the W. E. B. Du Bois Research Center at Harvard University. She will begin her fellowship at Harvard in the spring of 2016, where she will develop a multimedia Hip Hop civics curriculum for middle to high school students. Dr. Love is one of the field’s most esteemed educational researchers in the area of Hip Hop education for elementary aged students. She is the founder of Real Talk: Hip Hop Education for Social Justice, an after school initiative aimed at teaching elementary students the history and elements of Hip Hop for social justice aligned with core subjects through project-based learning. Dr. Love also has a passion for studying the school experiences of queer youth, along with race and inequality in education. Dr. Love is a sought-after public speaker on a range of topics including: Hip Hop education, Black girlhood, queer youth, Hip Hop feminism, art-based education to foster youth civic engagement, and issues of diversity. In 2014, she was invited to the White House Research Conference on Girls to discuss her work focused on the lives of Black girls. In addition, she is the inaugural recipient of the Michael F. Adams award (2014) from the University of Georgia. She has also provided commentary for various news outlets including NPR, The Guardian, and the Atlanta Journal Constitution. Dr. Love is one of the founding board members of The Kindezi School, an innovative school focused on small classrooms and art-based education. She conducts workshops/professional development seminars for educators and students from educational entities of all kinds. Finally, she is the author of Hip Hop’s Li’l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. Her work has appeared in numerous books and journals, including the English Journal, Urban Education, The Urban Review, and Journal of LGBT Youth. She is currently editing a special issue of the Journal of Lesbian Studies focused on the identities, gender performances, and pedagogical practices of Black and Brown lesbian educators

17. Black Women’s Work: Resisting and Undoing Character Education and the ‘Good’ White Liberal Agenda

Reclaiming Our Time In early August 2017, a video of Maxine Waters — US Representative for Californian’s 43rd congressional district — went viral when Treasury Secretary Steven Mnuchin tried to elude Waters’ questioning by giving long-winded, convoluted, and irrelevant answers. Every time, and I mean every time, Mnuchin attempted not to answer Waters’ initial question, she interrupted him and repeated the phrase: ‘reclaiming my time.’ Although the phrase is a documented rhetorical maneuver in..

Rap on Trial: Race, Lyrics and Guilt in America

In celebration of Martin Chair Andrea L. Dennis\u27 recently published book, Rap on Trial: Race, Lyrics and Guilt in America, discussion will be held featuring Dennis and Dr. Bettina L. Love with UGA\u27s College of Education. Published by The New Press, Rap on Trial examines the use of “rap lyrics as criminal evidence to convict and incarcerate young men of color” based on hundreds of court cases from across the country. Described as a path-breaking book, the title explores the breadth of rap lyrics being used in criminal prosecutions and the problems raised by the practice, and proposes solutions to achieve meaningful change

Being Uprooted: Autobiographical Reflections of Learning in the [New] South

This is an article for JCT Special Issue –Narrative of Curriculum in the South: Lives In-Between Contested Race, Gender, Class, and Powe

Celebrating Twenty Years of Black Girlhood: The Lauryn Hill Reader

Includes bibliographical references.https://digitalcommons.tacoma.uw.edu/education_books/1023/thumbnail.jp