Abstract
Hip-Hop-Based Education (HHBE) has resulted in many positive educational outcomes, ranging from teaching academic skills to teaching critical reflection at secondary levels. Given what HHBE initiatives have accomplished, it is troubling that there is an absence of attention to these methods in education programs for elementary and early childhood educators. For that reason, I intend to use theories of sociocultural learning to examine how young urban children’s Hip Hop communities of practice influence their early learning and identities. Through personal narratives, this work theorizes young urban children’s Hip Hop identities by utilizing children’s situated learning activities. The goal of the work is to begin a dialogue for the application of HHBE in early childhood and elementary education pre-service teacher programs.
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