A Pedagogy of Cultural Sustainability

YEGH3 (Edmonton Hip-Hop History) as a Decentralized Model for Hip-Hop’s Global Microhistories
Part of the Constructing Knowledge: Curriculum Studies in Action book series (CKCS)


HipHop Kulture1and Hip Hop, the elements of its practice, are slowly democratizing aesthetics and aesthetics education.2 The democratization of aesthetics is significant because it introduces a critical cultural dimension into aesthetics where none before existed. Aesthetics is still, for the most part, marked by universality that postcolonial scholars like Walter Mignolo (2011) indentify as a hallmark of modernity.


Critical Consciousness Aesthetic Experience Critical Pedagogy Music Education Double Bind 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Adorno, T. W. (1984). Aesthetic theory (C. Lenhardt, Trans.). Boston, MA: Routledge & Kegan Paul.Google Scholar
  2. Adorno, T. W. (1991). The culture Industry: Selected Essays on a Mass Culture. New York, NY: Routledge.Google Scholar
  3. Adorno, T. W., Benjamin, W., Bloch, E., Brecht, B., Lukacs, G. (1977). Aesthetics and Politics. New York, NY: Verso.Google Scholar
  4. Alcoff, L. M. (2007). Mignolo’s epistemolgy of coloniality. CR: The New Centennial Review, 7(3), 79–101.CrossRefGoogle Scholar
  5. Attali, J. (1999). Noise: The Political Economy of Music (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press.Google Scholar
  6. Baraka, A. (Ed.) (1973). Black art. New York, NY: Morrow.Google Scholar
  7. Baraka, I. A., & Harris, W. J. (1991). The LeRoi Jones/Amiri Baraka reader. New York, NY: Thunder’s Mouth Press.Google Scholar
  8. Bateson, G. (1972). Steps to an ecology of mind. Chicago, IL: University of Chicago Press.Google Scholar
  9. Becker, H. S. (1984). Art worlds. Berkeley, CA: University of California Press.Google Scholar
  10. Benjamin, W. (1968). The work of art in the age of mechanical reproduction (H. Zohn, Trans.). In A. Hannah (Ed.), Illuminations (pp. 219–253). New York, NY: Harcourt Brace & World.Google Scholar
  11. Benston, K. W. (2002). Performing blackness: Enactments of African-American modernism. New York, NY: RoutledgeGoogle Scholar
  12. Berleant, A. (1991). Art and engagement. Philadelphia, PA: Temple University Press.Google Scholar
  13. Berleant, A. (1992). The Aesthetics of environment. Philadelphia, PA: Temple University Press.Google Scholar
  14. Berleant, A. (1999). Getting along beautifully: Ideas for a social aesthetics. In P. Von Bonsdorff, A. Haapala (Ed.), Aesthetics in the human environment (Vol. 6, pp. 12–29). Lahti, Finland: International Institute for Applied Aesthetics.Google Scholar
  15. Berleant, A. (2000). The aesthetic field. New York, NY: Cybereditions.Google Scholar
  16. Berleant, A. (2004). Re-thinking aesthetics: Rogue essays on aesthetics and the arts. Aldershot, UK: Ashgate.Google Scholar
  17. Berleant, A. (2010). Sensibility and sense: The aesthetic transformation of the human world. Charlottesville, VA: Imprint Academic.Google Scholar
  18. Boal, A. (2006). The aesthetics of the oppressed (A. Jackson, Trans.). New York, NY: Routledge.Google Scholar
  19. Bourriaud, N. (2002). Relational Aesthetics (S. A. F. W. Pleasance, Trans.). Dijon, France: le press du reel.Google Scholar
  20. Caponi, G. D. (Ed.) (1999). Signifyin(g), sanctifying’, & slam dunking: A reader in African American expressive culture. Amherst, MA: University of Massachusetts PressGoogle Scholar
  21. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Falmer, LondonGoogle Scholar
  22. Chamberland, R. (2001). Rap in Canada: Bilingual and multicultural. In T. Mitchell (Ed.), Global Noise (pp. 306–323). Middleton, CT: Weleyan University Press.Google Scholar
  23. DeLanda, M. (2006a). A new philsophy of society: Assemblage theory and social complexity. New York, NY: Continuum.Google Scholar
  24. DeLanda, M. (2006b). Deleuzian social ontology and assemblage theory. In Martin, B. M. S. Fulsang (Ed.), Deleuze and the social (pp. 250–266). Edinburgh, UK: Edinburgh University Press.Google Scholar
  25. Deleuze, G., & Felix Guattari. (1983). Anti-oedipus: Capitalism and schizophrenia (R. Hurley, M. Seem, & H. R. Lane, Trans.). Minneapolis, MN: The University of Minnesota Press.Google Scholar
  26. Deleuze, G., & Felix Guattari. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press.Google Scholar
  27. Dewey, J. (1916). Democracy and education. New York, NY: The Free Press.Google Scholar
  28. Dewey, J. (1934). Art as experience. New York, NY: Capricorn Books.Google Scholar
  29. Dewey, J. (1938). Experience and education. New York, NY: Macmillan Publishing.Google Scholar
  30. Driscoll, M. P. (1994). Psychology of learning for instruction. Boston, MA: Allyn and Bacon.Google Scholar
  31. DuBois, W. (1903 & 1994). The souls of black folks. New York, NY: Dover Publications.Google Scholar
  32. Fine, E. H. (1971). Mainstream, blackstream and the black art movement. Art Journal, 30(4), 374–375.CrossRefGoogle Scholar
  33. Fine, M., & Torre, M. E. (2008). Theorizing audience, products and provocation. In P. Reason, & H. Bradbury (Eds.), The SAGE handbook of action research (pp. 407–419). Sage, London.CrossRefGoogle Scholar
  34. Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York, NY: Continuum.Google Scholar
  35. Freire, P. (2010). Education for a critical consciousness. New York, NY: Continuum.Google Scholar
  36. Giroux, H. A. (2004). Public pedagogy and the politics of neo-liberalism: Making the political more pedagogical. Policy Futures in Education, 2(3–4), 494–503.CrossRefGoogle Scholar
  37. Giroux, H. A. (2009). Youth in a suspect society: Democracy or disposability? New York, NY: Palgrave MacMillan.CrossRefGoogle Scholar
  38. Gladney, M. J. (1995). The black arts movement and hip-hop. African American Review, 29(2), 291–301.CrossRefGoogle Scholar
  39. Hegel, G. W. F. (1975). Hegel’s aesthetics: Lectures on fine arts (T. M. Know, Trans.). Oxford: Claredon Press.Google Scholar
  40. hooks, B. (1990). Yearning: Race, gender, and cultural politics. Boston, MA: South End Press.Google Scholar
  41. hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.Google Scholar
  42. Hooks, B. (2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.Google Scholar
  43. hooks, B. (2004). The will to change: Men, masculinity, and love. New York, NY: Atria Books.Google Scholar
  44. hooks, B. (2008). Belonging: A culture of place. New York, NY: Routledge.Google Scholar
  45. hooks, B. (2010). Teaching critical thinking: Practical wisdom. New York, NY: Routledge.Google Scholar
  46. Jones, L. (1968). Black music. New York, NY: William Morrow & Company.Google Scholar
  47. Krims, A. (2000). Rap music and the poetics of identity. New York, NY: Cambridge University Press.Google Scholar
  48. Martinez, T. A. (1997). Popular culture as oppositional culture: Rap as resistance. Sociological Perspectives, 40(2), 265–286.CrossRefGoogle Scholar
  49. Mignolo, W. D. (2000). Local histories/global designs: Coloniality, subaltern knolwedges, and border thinking. Princeton, NJ: Princeton University Press.Google Scholar
  50. Mignolo, W. D. (2011). The darker side of western modernity: Global futures, decolonial options. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  51. Neal, L. (1968). The black arts movement. The Drama Review: TDR, 12(4), 28–39.CrossRefGoogle Scholar
  52. Neal, M. A. (2002). Soul babies: Black popular culture and the post-soul aesthetic. New York, NY: Routledge.Google Scholar
  53. Noffke, S. E., & Somekh, B. (2009). The SAGE handbook of educational action research. Sage, London.Google Scholar
  54. Ranciere, J. (2000). What aesthetics can mean (B. Holmes, Trans.). In P. Osborne (Ed.), From an aesthetic point of view: Philosophy, Art, and the Senses. London, UK: Serpent’s Tail.Google Scholar
  55. Ranciere, J. (2005). From politics to aesthetics? Paragraph, 28(1), 13–25.CrossRefGoogle Scholar
  56. Ranciere, J. (2007). The politics of aesthetics: The distribution of the sensible (G. Rockhill, Trans.). London, UK: Continuum.Google Scholar
  57. Ranciere, J. (2010). Dissensus: On politics and aesthetics. New York, NY: Continuum.Google Scholar
  58. Robson, M. (2005). Jacques rancière aesthetic communities. Paragraph, 28(1), 77–95.CrossRefGoogle Scholar
  59. Smethurst, J. (2003). “Pat your foot and turn the corner”: Amiri Baraka, the black arts movement, and the poetics of a popular avant-garde. African American Review, 37(2–3), 261–270.CrossRefGoogle Scholar
  60. Spivak, G. C. (2012). An aesthetic education in the era of globalization. Cambridge, MA: Harvard University Press.Google Scholar
  61. Sullivan, R. E. (2003). Rap and race: It’s got a nice beat, but what about the message? Journal of Black Studies, 33(5), 605–622.CrossRefGoogle Scholar
  62. Thomas, J. W. (2000). A review of research on project-based learning. Report prepared for The Autodesk Foundation. Retrieved May 18, 2009 from
  63. Tuhiwai Smith, L. (2012). Decolonizing Methodologies: Research and Indigenous Peoples. New York, NY: Zed Books.Google Scholar
  64. Werner, Craig Hansen (1994). Playing the changes: From afro-modernism to the Jazz impulse. Chicago, IL: University of Illinois PressGoogle Scholar

Copyright information

© Sense Publishers 2014

Authors and Affiliations

There are no affiliations available

Personalised recommendations