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Trap Civics: Amalgamating Critical Concious Learning With Joy for Critical Civic Education and Beyond
Trap Civics: Amalgamating Critical Concious Learning With Joy for Critical Civic Education and Beyond
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151416
- ISBN
- 9798382405315
- DDC
- 375
- 서명/저자
- Trap Civics: Amalgamating Critical Concious Learning With Joy for Critical Civic Education and Beyond
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 198 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Halverson, Erica.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약This project investigates the relationship between joy, critical consciousness, and critical civic learning that exist in critical hip hop pedagogy. In order to discover what is revealed about young people's collective definitions of joy, critical consciousness, and civic identity/literacy, I designed a methodology called Blackout Rap Transcription that draws from multiple qualitative forms of inquiry. This study looks at how the critical hip hop curriculum I designed and taught facilitated joyful consciousness and what that teaches us about liberatory social studies education. Joyful consciousness is language I have given to a quality in Black music that alchemizes narratives of pain into joy like Billie Holiday does in the song, Strange Fruit. Joyful Consciousness can be a pedagogical tool within the larger project of Critical Hip Hop Pedagogy, that can aid teachers in developing critical civic reasoning capacities in their students while prioritizing both an honest understanding of history and the emotional wellbeing of students. The questions that guide this study are: 1)How are students developing critical consciousness through joy in the Trap Civics pedagogical model? 2)What implications does this have for social justice social studies learning models? Initial findings suggest that when students write their own rap songs as opposed to just analyzing existing ones, it demonstrates new forms of civic literacy that positions students and knowledge producers as opposed to knowledge consumers.
- 일반주제명
- Curriculum development
- 일반주제명
- Social studies education
- 일반주제명
- Education
- 키워드
- Joy
- 기타저자
- The University of Wisconsin - Madison Curriculum & Instruction
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151416
■006m o d
■007cr#unu||||||||
■020 ▼a9798382405315
■035 ▼a(MiAaPQ)AAI31293550
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a375
■1001 ▼aTunstall, Jonathan.
■24510▼aTrap Civics: Amalgamating Critical Concious Learning With Joy for Critical Civic Education and Beyond
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a198 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Halverson, Erica.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aThis project investigates the relationship between joy, critical consciousness, and critical civic learning that exist in critical hip hop pedagogy. In order to discover what is revealed about young people's collective definitions of joy, critical consciousness, and civic identity/literacy, I designed a methodology called Blackout Rap Transcription that draws from multiple qualitative forms of inquiry. This study looks at how the critical hip hop curriculum I designed and taught facilitated joyful consciousness and what that teaches us about liberatory social studies education. Joyful consciousness is language I have given to a quality in Black music that alchemizes narratives of pain into joy like Billie Holiday does in the song, Strange Fruit. Joyful Consciousness can be a pedagogical tool within the larger project of Critical Hip Hop Pedagogy, that can aid teachers in developing critical civic reasoning capacities in their students while prioritizing both an honest understanding of history and the emotional wellbeing of students. The questions that guide this study are: 1)How are students developing critical consciousness through joy in the Trap Civics pedagogical model? 2)What implications does this have for social justice social studies learning models? Initial findings suggest that when students write their own rap songs as opposed to just analyzing existing ones, it demonstrates new forms of civic literacy that positions students and knowledge producers as opposed to knowledge consumers.
■590 ▼aSchool code: 0262.
■650 4▼aCurriculum development
■650 4▼aSocial sciences education
■650 4▼aSocial studies education
■650 4▼aEducation
■653 ▼aCritical consciousness
■653 ▼aJoy
■653 ▼aCritical civic learning
■653 ▼aJoyful consciousness
■690 ▼a0727
■690 ▼a0534
■690 ▼a0515
■71020▼aThe University of Wisconsin - Madison▼bCurriculum & Instruction.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161583▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
