Browsing by Author "Pitts Bannister, Vanessa R."

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    “Returning to the Root” of the Problem: Improving the social condition of African Americans through Science and Mathematics Education
    (Catalyst, 2017) Pitts Bannister, Vanessa R.; Davis, Julius; Mutegi, Jomo; Thompson, LaTasha; Lewis, Debra D.; School of Education
    The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – thus promoting mathematics learning and teaching that aim to improve African communities worldwide.
  • Thumbnail Image
    Item
    The Snare of Systemic Racism and Other Challenges Confronting Hip-Hop Based Pedagogy
    (Columbia University, 2018) Mutegi, Jomo W.; Phelps-Moultrie, Jada A.; Pitts Bannister, Vanessa R.; School of Education
    Background: Although there has been a pronounced growth in hip-hop-based pedagogy (HHBP) scholarship in recent years, there has not been a concomitant critique of this growing body of work. As a consequence, much of this scholarship is best characterized as advocacy of HHBP. Purpose/Objective: The objective of this article is to promote critical discourse around the conceptualization and implementation of HHBP by (a) identifying a set of challenges presented in the conceptualization of HHBP scholarship, (b) describing the narrative that these challenges converge to support, and (c) suggesting an alternative narrative aimed at fostering a more empowering use of HHBP. Research Design: To accomplish this objective, we provide an in-depth critique of Emdin and Lee’s (2012) article, “Hip-hop, the ‘Obama effect,’ and urban science education.” Through this critique, we first identify eight challenges posed by the authors’ argument, as well as the narrative that is the foundation of this argument. Conclusions/Recommendations: We conclude by presenting an alternate narrative of hip-hop as an instrument of systemic racism and offering suggestions as to how HHBP can be used in both research and practice to both avoid and counter systemic racism.
  • Thumbnail Image
    Item
    The Snare of Systemic Racism and Other Challenges Confronting Hip-Hop-Based Pedagogy
    (EdLab, 2018-11) Mutegi, Jomo W.; Phelps-Moultrie, Jada A.; Pitts Bannister, Vanessa R.; School of Education
    Background: Although there has been a pronounced growth in hip-hop-based pedagogy (HHBP) scholarship in recent years, there has not been a concomitant critique of this growing body of work. As a consequence, much of this scholarship is best characterized as advocacy of HHBP. Purpose/Objective: The objective of this article is to promote critical discourse around the conceptualization and implementation of HHBP by (a) identifying a set of challenges presented in the conceptualization of HHBP scholarship, (b) describing the narrative that these challenges converge to support, and (c) suggesting an alternative narrative aimed at fostering a more empowering use of HHBP. Research Design: To accomplish this objective, we provide an in-depth critique of Emdin and Lee’s (2012) article, “Hip-hop, the ‘Obama effect,’ and urban science education.” Through this critique, we first identify eight challenges posed by the authors’ argument, as well as the narrative that is the foundation of this argument. Conclusions/Recommendations: We conclude by presenting an alternate narrative of hip-hop as an instrument of systemic racism and offering suggestions as to how HHBP can be used in both research and practice to both avoid and counter systemic racism.