Racism &
Disenfranchisement
In Public Education
Curriculum of Hip Hop
Culture
 Through their participation in Hip Hop
culture, young people engage in a discourse
that negotiates their self performance in
ways that the traditional school curriculum
does not allow.
 Hip Hop emerges either to repair (Conscious
Hip Hop) or act out (gangsta rap) the
oppression of the marginalized masses.
 It is an attempt of the disenfranchised to
counteract and make meaning of self "in an
environment that readily denies it" (Baszile
14)
Critical Race Theory in
relation to Hip Hop
curriculum
 Curriculum Theory is defined as an emphasis
on understanding curriculum as opposed to
developing.
 Based on this definition, Baszile argues that
the official school curriculum "is inescapably
political in that it works to empower some
groups while disempowering others" (p. 10)
It can also be understood as racial, gendered,
political, and autobiographical text. Hip Hop,
in this context, is a reaction to the way
traditional schools' curriculum operates.
Critical Race Theory in
Connection to Hip Hop
Curriculum
 Analyzes the lived experiences of those who
have been historically marginalized based on
race. Hip Hop serves a counterstory to
challenge the dominant, racial narrative
(Eurocentric view).
 The "curriculum of the hero" assumes that
identity is concrete and non-contradictory. Ie.
Not considering the Native Americans opinion
of Christopher Columbus or Lincoln's mother
being black.
Conclusion
 Using hip hop as a tool in the
classroom will most likely always be
met with resistance by the majority,
and will be changed once it is
censored by the school curriculum for
language and certain expressions.
However, hip hop should be seen as a
means to an end by reclaiming
education and exerting justice and
voices for all students regardless of
background.
The Destructiveness of Capitalism and
Racism in Public Education
By Jason Landberg
Capitalism and racism are
perhaps the two greatest
systematic influences on
mainstream education
policy.
Capitalism
 Education is the very foundation of
good citizenship. It's principal
function is to awaken the students to
cultural values, prepare them for
professions, and help in adjusting and
living in one's environment.
 "An exaggerated competitive attitude
is inculcated into the student, who is
trained to worship acquisitive success
as a preparation for his future
career.”- Albert Einstein
 The white supremacist, capitalist attitude in
schools fosters objective standards of
normal, civilized, and good, while demeaning
and marginalizing the "others" (minorities,
people with disabilities, and immigrants)
 Grading, tracking, labeling, uniformity,
scripted curricula, and standardized testing
are all methods of brainwashing students to
make them easily controlled, and efficient as
workers and consumers.
Racism
 Students of color face persistent
achievement gaps, disparities in
alternative learning program
placements, segregated school
districts, racial profiling, low
expectations, along with many staff
who lack high-quality cultural
competency and anti-oppression
training.
Statistics
 Compared to white students in the
2009-2010 school year in North
Carolina, black students on average
were 2.5 times more likely to fail one
or more end of grade exams, 1.5
times more likely to drop out, 1.6
times more likely to not graduate
high school within four years, and 3.9
times more likely to be short term
suspended.
Jonothon Kozol’s The Shame of
the Nation
Just about all of the
research and findings in this
book are all based on his
own experiences and
interactions with students,
teachers, and
administrators for over
thirty years!
Preparing Minds for
Markets
 Children are regarded as investments, assets, and productive
units. The "product" of the school is the skills the students learn
or do not learn. Students are often referred to the product as
well.
 This production of "products" has become more embraced by
both politicians and inner-city school principals who have strong
ties to private business corporations.
 Segregated schools have been given new names such as
"Academy of Enterprise" or "Corporate Academy" to follow the
"school-to-work" approach that exists under the guise of linking
academic programs such as being a doctor or lawyer, to the
world of work, but in reality are greatly overstating just what the
school is providing for the students in regards to a career of their
choice which tend to lead to low economic status.
The Rode to Rome
 Standardized exams hardly has a positive effect on the
process of education. It is worse in inner-city schools
where teachers are demanded to stay "eternally 'on
task'" (p.110) and are held accountable for all results of
state exams.
 Kindergarten students in Santa Paula, CA "were required
to take standardized exams beginning in the last week of
September" (p.113), requiring two weeks within the
first month of school, all in order to receive extra
funding from the federal government!
 Officials in one district of Alabama did away with nap
time so that teachers would have more time to prepare
their kindergarten students for their three standardized
exams throughout the year.
Deadly Lies
 To satisfy the hope for realistic avenues of education in urban
settings, small schools have been built throughout cities across
the country as a form of innovation and starting fresh
 Mission Hill in Boston is a perfect example of how a small school
can thrive with encouraging teachers and students who feel a
sense of worth
 Unfortunately, most small schools, especially in NY are
decorating their title of "small academy" to the fact that their
school is just "another inner-city holding tank for students who
could not obtain admission to a better and more academic
institution" (p.276).
 The Small school initiative can offer the best hope for a sufficient
education, "but 'without careful planning' small schools 'may
merely replicate the problems of the past'" (qtd. on p. 277) says
the Advocates for Children, a NY nonprofit group that keeps
vigilance over public education.
Bibliography
 Baszile, Denise T. (2009). Deal with it We Must: Education,
Social Justice, and the Curriculum of Hip Hop Culture. Equity and
Excellence in Education, 42(1), 6-19
 Kozol, Jonathan. (2005). The Shame of the Nation. New York:
Crown Publishing
 Langberg, Jason (2011). The Destructiveness of Capitalism and
Racism in Public Education. Juvenile Justice and Children's
Rights. Retrieved from
http://juvenilejusticeandchildrensrights.ncbar.org/newsletters/jjc
rjune2011/destructiveness.aspx
 This is America-Jonathan Kozol Part 1 (2010, October 15)
Retrieved from http://www.youtube.com/watch?v=UR6yFsGMrqc
Langberg’s Proposal to Combat
Racism and Capitalism
 Speak out against racism and capitalism in education, exposing
both the symptoms and the disease itself, engaging in deep
dialogue and courageous conversation. This needed conversation
will hopefully help end the tendency to blame the students,
parents, and teachers for the failings of education.
 Meaningful collaboration among individuals and organizations to
combat plutocracy and legislators that propose unfair bills to
single out and alienate disenfranchised students in an effort to
formulate a shared vision of educational justice with democratic
(instead of school systems governed from the top down),
humane, and equitable public education.
 Critical pedagogical practices that foster rich curriculum and
natural curiosity rather than high stakes tests and drill-and-kill
teaching to the test. School districts that are actually committed
to leaving no child behind by implementing appropriate programs
to treat them with dignity.
