Abstract
Black and other minoritized children have listened to hip hop in the streets, in clubs, in basements, and anywhere else that they could create a space to enjoy this art form. However, hip hop has not always been welcomed in school spaces because of the lyrical content. Despite the objections to hip hop (specifically rap), minoritized children often look to it as representative of who they are and the communities they come from. Therefore, in this paper, we propose the use of hip hop strategies in the schools, utilizing its pillars (i.e., rap, DJing, breakdancing, graffiti art, and knowledge of self) as a bridge between the cultures of the classroom and Black children identified with Behavioral Disorders. We suggest implementing these hip hop strategies to help Black children, particularly those identified with behavioral disorders, engage more effectively with teachers and peers. By increasing their visibility and amplifying their voices, these methods foster authentic creative self-expression.
DOI
10.5703/1288284318660
Keywords
cultural bridge, hip-hop pedagogy, Black children, behavior disorder, BlackCrit
Date of this Version
8-3-2026
Recommended Citation
Matute-Chavarria, Monique; Morris, Pricella; and Brown, Monica R.
(2026)
"Using Hip Hop Pedagogy to Bridge the Culture of Black Children Identified With Behavioral Disorders in the Curriculum,"
Journal of the Arts and Special Education: Vol. 6
:
Iss.
2,
Article 10.
DOI: 10.5703/1288284318660
Available at:
https://docs.lib.purdue.edu/jase/vol6/iss2/10
