Abstract
In this paper, we explore the use of Hip Hop feminist pedagogy in an undergraduate classroom. We discuss the ways an in-class deliberation activity can: 1) engage students in ethical argumentation and critical reasoning on Black and Latina women’s representations in Hip Hop music and culture; 2) invoke discussions about the sexual and racial politics inherent in Hip Hop, including the objectification, hyper-visualization and marginalization of Black and Latina women; and 3) prompt students to think about Black and Latina women’s resistance to dominant male discourses and the ways women participation in the music and culture can be identified as simultaneously empowering.
Recommended Citation
Beck, Makini and Gordon, Nickesia
(2024)
"A Hip Hop Dialogic: Exploring Hip Hop Feminism in the College Classroom,"
Feminist Pedagogy: Vol. 4:
Iss.
3, Article 4.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss3/4
Included in
African American Studies Commons, Critical and Cultural Studies Commons, Other Communication Commons, Other Feminist, Gender, and Sexuality Studies Commons