Chapter 10: Hip-Hop Music-Making as a Context for Relational Equity Among youth and Youth Workers

For many young people, writing and recording hip-hop music can be a culturally sustaining activity that emphasizes self-expression and storytelling (Ladson-Billings, 1995; Paris & Alim, 2014; Stovall, 2006). The music genre, comprised of sampling, beats, lyrics, dynamic range of voice, and looping melodies, originated in African American and Latino communities in New York city in the 1970s, and has since gained cultural significance and popularity with youth across racial, socioeconomic, and national lines (Alim, 2007; Bradley, 2017; Chang, 2007). Because of its relevance, hip-hop music is a promising curricular tool to use in educational spaces (Ladson-Billings, 1995; Morrell & Duncan-Andrade, 2002). Teachers and afterschool programs have used hip-hop music to develop young people’s music production skills, literacy skills, and critical consciousness (Alim, 2011; Morrell & Duncan-Andrade, 2002). Such activities also enable educators to better connect with youth across lines of difference and support the cultural practices of youth communities (Morrell & Duncan Andrade, 2002; Paris & Alim, 2014; Stovall, 2006).