Abstract
Hip-Hop can be more than a soundtrack played at home, it can be a bridge between culture, language, and learning at school. This article shows how Hip-Hop pedagogy, translanguaging, and code-meshing can support students with disabilities, especially those who speak African American Vernacular English (AAVE), in the classroom setting. Grounded in culturally relevant pedagogy and translanguaging theory, the approach uses rhythm, storytelling, and performance to build narrative fluency, language awareness, and confidence. Examples include students drafting rap verses about personal experiences, holding structured cypher circles to practice turn-taking and self-expression, and blending AAVE with Mainstream American English in writing for different audiences. These strategies are flexible enough to connect with IEP goals and rigorous standards while keeping student voice at the center. Research and classroom practice suggest clear results, including stronger literacy skills, higher engagement, and a deeper sense of identity.
DOI
10.5703/1288284318659
Keywords
Hip-Hop pedagogy, African American Vernacular English (AAVE), translanguaging, code-meshing, special education
Date of this Version
8-3-2026
Recommended Citation
O'Quin, Camille and Jozwik, Sara
(2026)
"Flows that Teach: Multimodal Hip-Hop Pedagogy for Equity in Special Education,"
Journal of the Arts and Special Education: Vol. 6
:
Iss.
2,
Article 9.
DOI: 10.5703/1288284318659
Available at:
https://docs.lib.purdue.edu/jase/vol6/iss2/9
Included in
African American Studies Commons, Anthropological Linguistics and Sociolinguistics Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Hip Hop Studies Commons, Reading and Language Commons, Social Justice Commons, Special Education and Teaching Commons
