Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development
This article argues that the development of rap song lyrics or lyrical concept mapping can be a viable pedagogical alternative to the development of concept maps as a means to reinforce STEM vocabulary. Hip-hop pedagogy is a culturally responsive pedagogy that leverages the funds of knowledge acquir...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2018-07-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | http://www.mdpi.com/2227-7102/8/3/108 |
| _version_ | 1811302230028976128 |
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| author | Jamaal Young Jemimah Young Marti Cason Nickolaus Ortiz Marquita Foster Christina Hamilton |
| author_facet | Jamaal Young Jemimah Young Marti Cason Nickolaus Ortiz Marquita Foster Christina Hamilton |
| author_sort | Jamaal Young |
| collection | DOAJ |
| description | This article argues that the development of rap song lyrics or lyrical concept mapping can be a viable pedagogical alternative to the development of concept maps as a means to reinforce STEM vocabulary. Hip-hop pedagogy is a culturally responsive pedagogy that leverages the funds of knowledge acquired from hip-hop culture. Unfortunately, many students with strong hip-hop cultural identities may lack equally strong mathematics identities. Given the success of hip-hop pedagogies within the science content area, we posit that hip-hop pedagogies are appropriate in other STEM content areas such as mathematics. Concept mapping is an instructional tool that has been empirically validated as an effective means to develop strong conceptualizations of mathematics content. While hip-hop pedagogy is well established in the science content area, it remains underdeveloped within mathematics education. We argue that the lyrical structure of a rap song is fundamentally similar to the structure of a concept map. This article provides a framework to support lyrical concept mapping as a culturally responsive instructional tool that can be used as an alternative to traditional concept mapping. Special attention is placed on the use of hip-hop pedagogy to affirm and empower dually marginalized students. |
| first_indexed | 2024-04-13T07:25:33Z |
| format | Article |
| id | doaj.art-184dc49c96644a59b9706ccc68c2dbea |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-13T07:25:33Z |
| publishDate | 2018-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-184dc49c96644a59b9706ccc68c2dbea2022-12-22T02:56:30ZengMDPI AGEducation Sciences2227-71022018-07-018310810.3390/educsci8030108educsci8030108Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary DevelopmentJamaal Young0Jemimah Young1Marti Cason2Nickolaus Ortiz3Marquita Foster4Christina Hamilton5Department of Teacher Education & Administration, University of North Texas, Dallas, TX 75201, USADepartment of Teacher Education & Administration, University of North Texas, Dallas, TX 75201, USADepartment of Teacher Education & Administration, University of North Texas, Dallas, TX 75201, USADepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX 77843, USADepartment of Teacher Education & Administration, University of North Texas, Dallas, TX 75201, USADepartment of Curriculum and Instruction, Texas A&M Central Texas, Killeen, TX 76549, USAThis article argues that the development of rap song lyrics or lyrical concept mapping can be a viable pedagogical alternative to the development of concept maps as a means to reinforce STEM vocabulary. Hip-hop pedagogy is a culturally responsive pedagogy that leverages the funds of knowledge acquired from hip-hop culture. Unfortunately, many students with strong hip-hop cultural identities may lack equally strong mathematics identities. Given the success of hip-hop pedagogies within the science content area, we posit that hip-hop pedagogies are appropriate in other STEM content areas such as mathematics. Concept mapping is an instructional tool that has been empirically validated as an effective means to develop strong conceptualizations of mathematics content. While hip-hop pedagogy is well established in the science content area, it remains underdeveloped within mathematics education. We argue that the lyrical structure of a rap song is fundamentally similar to the structure of a concept map. This article provides a framework to support lyrical concept mapping as a culturally responsive instructional tool that can be used as an alternative to traditional concept mapping. Special attention is placed on the use of hip-hop pedagogy to affirm and empower dually marginalized students.http://www.mdpi.com/2227-7102/8/3/108hip-hop pedagogyconcept mapsvocabulary developmentSTEM |
| spellingShingle | Jamaal Young Jemimah Young Marti Cason Nickolaus Ortiz Marquita Foster Christina Hamilton Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development Education Sciences hip-hop pedagogy concept maps vocabulary development STEM |
| title | Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development |
| title_full | Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development |
| title_fullStr | Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development |
| title_full_unstemmed | Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development |
| title_short | Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development |
| title_sort | concept raps versus concept maps a culturally responsive approach to stem vocabulary development |
| topic | hip-hop pedagogy concept maps vocabulary development STEM |
| url | http://www.mdpi.com/2227-7102/8/3/108 |
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