The Journal for Hip Hop Studies (JHHS) is committed to publishing critically engaged, culturally relevant, and astute analyses of Hip Hop. Submissions should emphasize Hip Hop’s relationship to race, ethnicity, nationalism, class, gender, sexuality, justice and equality, politics, communication, religion, and popular culture. JHHS also explores the intersections of the sacred and profane for a better understanding of spirituality and religious discourses within the Hip Hop community.
JHHS has five broad aims, each of which adds a new and distinctive dimension to the academic analysis and study of Hip Hop:
1. The religious discourse and rhetoric of Hip Hop and rap
2. Culture, structure, and space within Hip Hop and rap
3. Race, ethnicity, identity, class, and gender in a Hip Hop and rap context
4. The sociology of religion in Hip Hop and rap
5. Hip Hop’s influence and reach in other culture industries (fashion, sports, television, film); within the political sphere, and within educational spaces
Papers that engage with the above listed points are encouraged. Other questions we are considering, but are not limited to include:
• How do we understand mediated presentations of Hip Hop?
• What is the relationship among rap music, film, and the Internet?
• What theoretical frames are best adapted for the study of proliferation of Hip Hop?
• How do members of the Hip Hop generation understand God, religion, and spirituality?
• How is Gnosticism interpreted within the Hip Hop community?
Papers should be between 4000-6000 words. Papers should follow the Chicago style of writing (16th B) and include tables, charts, and graphs as either Word or Excel documents (no chart, graph, or table images).
*Hip-Hop and Critical Pedagogy* *ON-LINE Special Issue of /Radical Teacher/, No. 97* *Call for Submissions* All submissions due no later than *February 15, 2013*
With this special issue we propose to construct a frame for understanding the place of Hip Hop in classrooms—-from K-12 public schools and other youth-based community spaces to college and university courses. With the increasing popularity of what some are calling Hip Hop Studies, it becomes essential to think critically about a range of methodological approaches, innovative instructional strategies and the overall challenges (practical, political and ethical) of teaching Hip Hop. Central to our concerns is a focus on critical literacy, defined by Ira Shor as “learning to read and write as part of the process of becoming conscious of one’s experience as historically constructed within specific power relations.”With this special issue of Radical Teacher we plan to consider the function of Hip Hop as a nexus of pedagogical innovation and critical literacy.
We seek contributions from a range of practitioners who are exploring the use of Hip Hop music and related elements of Hip Hop culture in the classroom.Our definitions (of “Hip Hop,” of “classroom,” and so on) are, necessarily, flexible: our interest is in publishing a diverse range of writings that will help us all think about happens when Hip Hop becomes academic.In this light we welcome submissions from educators, activists, and scholars whose experiences have provided interesting data on this subject.
Possible formats include conventional research papers and essays, interviews, annotated lesson plans, syllabi and bibliographies, anthologies of student work, and visual art. Among other topics, we can imagine submissions treating: Hip Hop and social justice teaching Hip Hop K-12 instruction Hip Hop at the University and Liberal Arts College Hip Hop research strategies and agendas Hip Hop and critical literacy practices Hip Hop as global consciousness Hip Hop and the politics of race Hip Hop, Gender, and Sexuality Hip Hop Studies and Traditional Fields of Study Hip Hop Studies Methodologies Hip Hop and Youth Organizing Hip Hop and Africanist Aesthetics Hip Hop and political organizing Hip Hop, Police Brutality, and the Carceral State Hip Hop and the Occupy Movement Hip Hop and alternative media practices
Please send submissions and inquiries to: email@example.com
Guest Editors: Christopher M. Tinson, Ph.D., Hampshire College and Carlos Rec McBride, M.Ed., University of Massachusetts, Amherst/
/Radical Teacher/is a socialist, feminist, and anti-racist journal grounded in radical left politics. We publish articles that focus on education written by educational workers at all levels, in traditional and nontraditional institutions./