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“Dear Tupac, You speak to me.” Recruiting hip-hop as curriculum at a school for pregnant and parenting teens
dc.contributor.author | Hallman, Heidi L. | |
dc.date.accessioned | 2013-08-14T21:48:51Z | |
dc.date.available | 2013-08-14T21:48:51Z | |
dc.date.issued | 2009 | |
dc.identifier.citation | Hallman, Heidi L. (2009) "Dear Tupac, You Speak to Me." Recruiting Hip-hop as Curriculum at a School for Pregnant and Parenting Teens. Equity & Excellence in Education, 42 (1), 36-51. | |
dc.identifier.uri | http://hdl.handle.net/1808/11667 | |
dc.description | This is the Author's final draft. The published version may be found at: http://dx.doi.org/10.1080/10665680802612642 | |
dc.description.abstract | This article provides a rich representation of how in-school practices that recruit students’ “out-of-school” literacies, such as hip-hop, can be used as critical bridges in students’ learning. Hip-hop, conceptualized in this article as an “outof- school” literacy, works as a vehicle for curricular change at Eastview School for Pregnant and Parenting Teens. In so doing, such literacy learning can be a tool for social action. Because the literacy learning of “at risk” students, as the students who attend Eastview School for Pregnant and Parenting Teens are labeled, is often described through remedial or basic skills models of instruction, it is imperative that researchers document curricular change that challenges prevailing assumptions about the learning of “at risk” students. | |
dc.language.iso | en_US | |
dc.publisher | Taylor & Francis | |
dc.title | “Dear Tupac, You speak to me.” Recruiting hip-hop as curriculum at a school for pregnant and parenting teens | |
dc.type | Article | |
kusw.kuauthor | Hallman, Heidi L. | |
kusw.kudepartment | Curriculum and Teaching | |
kusw.oastatus | fullparticipation | |
dc.identifier.doi | 10.1080/10665680802612642 | |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | |
kusw.oapolicy | This item meets KU Open Access policy criteria. | |
dc.rights.accessrights | openAccess |