The document discusses using hip-hop music and culture to teach life skills to students with emotional disabilities. The author developed curriculum that incorporated hip-hop lyrics, artists, and music to engage students and teach topics like math, reading, writing, and social skills. Students analyzed artists' careers and messages, discussed songs, and created their own hip-hop works. This approach improved student participation, attendance, and learning outcomes. The author argues innovative teaching strategies are needed to connect with students influenced by hip-hop culture and promote achievement.
This document provides an introduction to a chapter that will be included in an upcoming book about the therapeutic uses of rap music. The chapter discusses T. Tomás Alvarez's work using Rap Therapy in Oakland, California to engage at-risk youth of color in therapeutic services. It outlines the mental health and social challenges faced by many young men of color, high rates of violence in Oakland, and barriers to traditional mental health treatment. The chapter then describes Alvarez's development of a community-based model of Rap Therapy to provide culturally responsive services for urban youth.
The document examines how the transition to adulthood has changed over the past several decades. It discusses how in the 1950s, most young people left home, finished school, got married and had children by their early 20s, but now this transition takes much longer. It attributes this change to economic uncertainties in the 1970s that made independent adult roles more difficult to achieve. Now, factors like pursuing higher education and difficulty finding stable employment mean it takes longer to become financially independent and for young people to reach traditional adult milestones. This extended transition poses challenges for young people, families, and society.
The document discusses the State of Black America report published by the National Urban League. It celebrates the 40th anniversary of the report and discusses how it has become a benchmark for examining racial equality in America. It highlights some of the offerings from the 2016 report, including a complete website with data and analysis, a web series discussing the key findings, and the full report which is available online. It also discusses the Equality Index included in the report, which tracks racial equality using metrics in areas like economics, health, education, social justice, and civic engagement. The Equality Index for 2016 shows that black Americans have 72.2% of the equality that white Americans have. The document calls for a "Main Street Marshall Plan"
This document discusses issues facing African American men and boys in the United States. It notes that mainstream hip-hop culture promotes exaggerated forms of masculinity like aggression and strength. Statistics show high rates of incarceration, unemployment, and shorter lifespans for African American men compared to other groups. Traditional views of masculinity pressure men to suppress emotions and prioritize dominance, which can contribute to violence and harm relationships. The document calls for redefining masculinity in a way that supports nonviolence, education, and healthy families.
The document outlines the aims, objectives, research questions, and methodology of a study on the impact of the St. John the Evangelist Anglican Parish Church on the Black River community. The aims are to make citizens and church members aware of the church's spiritual and community impacts. Research questions address the church's effectiveness in spiritual guidance, youth development, and addressing community challenges. The methodology will involve questionnaires distributed to 20 community members over 4 weeks to collect both primary and secondary data.
Building a pedagogy of engagement for students in povertyJonathan Dunnemann
The only surefire way to eliminate the achievement gap is to eradicate can still take many research-proven steps to foster equality of opportunity in education.
This document summarizes a study on the development of Latina immigrant mothers into social justice leaders through their involvement in a parent education program called Vamos al Kinder. The program used popular education strategies like role-playing skits and group discussions to build the mothers' leadership skills and confidence in advocating for their children in schools. Key aspects included creating a safe space for the mothers, validating their cultural knowledge, and helping them develop a critical understanding of deficit perspectives about Latino students in order to challenge stereotypes. The program emphasized discovering the power and knowledge the mothers already possessed rather than just empowering them.
The religious landscape of America is becoming more diverse, with three key trends:
1) White Christians now account for less than half of the population, declining from over 80% in the 1970s.
2) Non-Christian religions are growing, though still small at less than 10% combined.
3) America's youngest religious groups are non-Christian, with over 30% of Muslims, Hindus and Buddhists under 30, compared to under 15% of white Christian groups.
This document provides an introduction to a chapter that will be included in an upcoming book about the therapeutic uses of rap music. The chapter discusses T. Tomás Alvarez's work using Rap Therapy in Oakland, California to engage at-risk youth of color in therapeutic services. It outlines the mental health and social challenges faced by many young men of color, high rates of violence in Oakland, and barriers to traditional mental health treatment. The chapter then describes Alvarez's development of a community-based model of Rap Therapy to provide culturally responsive services for urban youth.
The document examines how the transition to adulthood has changed over the past several decades. It discusses how in the 1950s, most young people left home, finished school, got married and had children by their early 20s, but now this transition takes much longer. It attributes this change to economic uncertainties in the 1970s that made independent adult roles more difficult to achieve. Now, factors like pursuing higher education and difficulty finding stable employment mean it takes longer to become financially independent and for young people to reach traditional adult milestones. This extended transition poses challenges for young people, families, and society.
The document discusses the State of Black America report published by the National Urban League. It celebrates the 40th anniversary of the report and discusses how it has become a benchmark for examining racial equality in America. It highlights some of the offerings from the 2016 report, including a complete website with data and analysis, a web series discussing the key findings, and the full report which is available online. It also discusses the Equality Index included in the report, which tracks racial equality using metrics in areas like economics, health, education, social justice, and civic engagement. The Equality Index for 2016 shows that black Americans have 72.2% of the equality that white Americans have. The document calls for a "Main Street Marshall Plan"
This document discusses issues facing African American men and boys in the United States. It notes that mainstream hip-hop culture promotes exaggerated forms of masculinity like aggression and strength. Statistics show high rates of incarceration, unemployment, and shorter lifespans for African American men compared to other groups. Traditional views of masculinity pressure men to suppress emotions and prioritize dominance, which can contribute to violence and harm relationships. The document calls for redefining masculinity in a way that supports nonviolence, education, and healthy families.
The document outlines the aims, objectives, research questions, and methodology of a study on the impact of the St. John the Evangelist Anglican Parish Church on the Black River community. The aims are to make citizens and church members aware of the church's spiritual and community impacts. Research questions address the church's effectiveness in spiritual guidance, youth development, and addressing community challenges. The methodology will involve questionnaires distributed to 20 community members over 4 weeks to collect both primary and secondary data.
Building a pedagogy of engagement for students in povertyJonathan Dunnemann
The only surefire way to eliminate the achievement gap is to eradicate can still take many research-proven steps to foster equality of opportunity in education.
This document summarizes a study on the development of Latina immigrant mothers into social justice leaders through their involvement in a parent education program called Vamos al Kinder. The program used popular education strategies like role-playing skits and group discussions to build the mothers' leadership skills and confidence in advocating for their children in schools. Key aspects included creating a safe space for the mothers, validating their cultural knowledge, and helping them develop a critical understanding of deficit perspectives about Latino students in order to challenge stereotypes. The program emphasized discovering the power and knowledge the mothers already possessed rather than just empowering them.
The religious landscape of America is becoming more diverse, with three key trends:
1) White Christians now account for less than half of the population, declining from over 80% in the 1970s.
2) Non-Christian religions are growing, though still small at less than 10% combined.
3) America's youngest religious groups are non-Christian, with over 30% of Muslims, Hindus and Buddhists under 30, compared to under 15% of white Christian groups.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Seventy-Eighth Annual Meeting of the Eastern Sociological Society ConferenceYafreisy Carrero
2008
Work & Economy |
Seventy-Eighth Annual Meeting of the Eastern Sociological Society Conference
United States
Dr. Omar Nagi, Yafreisy Carrero
• Paper Presentation on: Lessons for Human Development from the Highbridge Voices After-School Program
• Research Title: Labor Intensive Requirements in Human Resource Development
Black Males, Social Imagery, and the Disruption of Pathological IdentitiesJonathan Dunnemann
Throughout the history of the U.S., racialized groups have often had their experiences profoundly shaped by social imagery in ways that have created tremendous hardships in the quest for
self-actualization and a healthy sense of self.
The purpose of this article is to shed light on the manner in which Black males have been one of the primary victims of negative social imagery and how the remnants of these constructions continue to have contemporary influences, ....
Caribbean Studies Internal Assessment (Sample) OmziiNella Bell
The document discusses a study on the impact of dancehall music on students at Black River High School. Data was collected through questionnaires given to students and observation at a school concert. Most students listened to dancehall for entertainment and agreed it promotes negative messages and gang violence. They felt the lyrics and artists' actions influence moods and behavior. While some saw artists as role models, most did not and suggested banning dancehall to reduce its negative effects. The findings indicate dancehall impacts students' emotions and may contribute to misconduct.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Parents, grandparents, and siblings were reported to have positively influenced African American adults' religious commitment and values, on average. However, mothers were reported to have the greatest positive influence on these outcomes. The influences of family members differed based on the generation and gender of the family member. Religious commitment and values were differentially associated with family members depending on these factors. The study aimed to explore how family members influence African American adults' perceptions of the importance of religion in their lives, their religious and spiritual identities, and their views on religious socialization of children.
This thesis examines the factors that have contributed to the formation of Maasai ethnic identity and social mobilization in Kenya. It analyzes how the Maasai, as one of the smallest ethnic groups, engage in political claim-making based on a history of land dispossession and marginalization. Through interviews and fieldwork, the study seeks to understand the perspectives, experiences and strategies that drive collective action within the Maasai community and characterize their political movement. Adopting a new constitution in 2010 calling for greater minority representation and devolution of power to counties, the current political environment provides an opportunity to study how the Maasai experience this moment and how it relates to their history of marginalization.
This document is a research proposal investigating society's perception of the sexual identity of male dancers in Jamaica. The researcher conducted surveys of 85 people, including 36 professional dancers and 49 non-dancers, from three dance companies, a high school, and university in Kingston and St. Andrew Parish. The surveys aimed to determine if perceptions differ by age, profession, or sexuality. The literature review discussed previous studies finding stigmas around male dancers being perceived as gay but also the athleticism of dance. The proposal outlined the data collection through stratified random sampling and anonymous surveys to understand societal views on male dancers' sexual identities.
This document summarizes an ethnographic study on how second-generation Chinese Americans in the Southern US form friendships and understand their ethnic identities. Interviews were conducted with 13 second-generation Chinese Americans who were highly educated. The study found they adopted "colorblind" racial strategies and constructed ethnic boundaries in forming friendships. While they had diverse friend groups, their closest friends were often other Asian Americans. Attending Chinese church was also important socially. While describing Southern culture positively, many saw the region as behind other areas and wanted to leave. They discussed race relations but did not see Asian Americans as facing issues as a minority group. The study suggests this group feels a lack of belonging and marginalization but has few ways to explore their
This paper aims to highlight adjustment disturbances that can occur among children from wealthy families and examine potential causes. Existing evidence suggests problems with substance use, anxiety, and depression among affluent youth. Two potential contributing factors discussed are pressures to achieve and isolation from parents. The first half of the paper reviews evidence of problems among wealthy children, while the second half focuses on characteristics of their families and neighborhoods that may contribute to disturbances.
The newsletter provides updates on the Sociology Department at Cal State Fullerton. It discusses the increasing size of the department, with over 700 majors and 100 minors. It highlights faculty and students who presented research at a recent conference, covering topics such as courtship rituals, education policy, and the effects of colorism. The newsletter also profiles a faculty member and student and previews an upcoming course on the American drug scene.
The document discusses the 2015 edition of the Harvard Journal of African American Public Policy, noting that it addresses issues related to the Black Lives Matter movement and protests in Ferguson, Missouri through academic research, policy analysis, and personal accounts. The journal features articles on topics such as racial profiling, police culture, the criminal justice system, education policy, and arts and films related to discussions of race in America.
Mary Ann Springs, Dissertation Proposal - Dr. William Allan Kritsonis, Disser...William Kritsonis
This study aims to examine the experiences of 4 African American male educational leaders at a historically black college and university in Texas through phenomenological interviews and observations. The research questions focus on understanding the influences on their leadership styles from critical historical moments, past leaders, adversity, and how they influence younger generations. A literature review covers theories of critical race, resilience and the historical role of HBCUs. The research design involves phenomenological methodology with criterion sampling of participants, demographic and interview instruments, and validity measures. Data analysis will identify themes from interview transcripts and triangulate findings. The purpose is to give voice to the leaders' experiences and influence.
This study aims to understand the experiences of four African American male educational leaders at a historically black college and university in Texas. It will examine critical moments in their careers, the evolution of their leadership styles over three decades, influences from past leaders, and how they navigated adversities. In-depth interviews will be conducted with the leaders and analyzed along with observational field notes to identify themes regarding their mentorship of students and influence on promoting African American leadership. The purpose is to give voice to the leaders' perspectives and foster intergenerational relationships between leaders and students.
Sample of Master Thesis in Political ScienceWai-Kwok Wong
Here are the key points made in the literature review:
- Many scholars marginalize the influence of religion in political discussions, emphasizing strategic, political, and economic concerns instead.
- Those studying the secular environment in the EU limit discussion of religion's influence to its generic cultural impact, except regarding Middle East policy and European Muslims' beliefs.
- Scholarship on Israel evaluates how its "Jewish" designation relates to its democracy, but often marginalizes religiosity within Israel as a cultural matter of identity enforced by the state.
- The literature presents three perspectives on the association between religious beliefs and foreign policy:
1) Other factors like strategic, economic, and political interests influence policy more than religious beliefs.
Copy of dropout rate in urban areas reasearh designBaroness Thompson
The document discusses economic stability and dropout rates. It notes that economic hardship is prevalent across America, especially in urban areas. Children who live in poverty are more likely to drop out of school, succumb to crime, violence and drugs. Their home environments may be dangerous and their communities plagued with problems. High dropout rates in urban schools have become a major problem. The document reviews research on the relationship between poverty, crime, gangs, drugs and high dropout rates in both rural and urban areas. It discusses the challenges children in unstable economic conditions face and how communities and schools can help support these at-risk youth.
This document discusses the need to create supportive spaces for transgender youth. It notes that transgender youth face unique challenges, such as lack of role models, victimization, and family rejection. The document outlines how community centers can help by providing resources to address basic needs, support identity development, and foster connections. Focus groups with transgender youth found that centers helped them access services, counseling, and social support networks. Centers should receive training to better understand transgender issues and support the well-being of these youth.
Strengths Building, Resilience, and the Bible: A Story-Based Curriculum for A...Jonathan Dunnemann
This document proposes a story-based curriculum called Global Resilience Oral Workshops (GROW) to build resilience in adolescents around the world. It draws from positive psychology principles like character strengths and teaches problem-solving skills through Bible stories, which are available in over 750 languages. The curriculum aims to lower depression and increase well-being in adolescents, most of whom live in developing countries and prefer oral learning. It incorporates both spiritual and secular resilience strategies and can be adapted across cultures. The proposed implementation is to first pilot it with Brazilian adolescents and train community leaders to disseminate it through an audio-recorded "train the trainer" model.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
This document reviews literature on factors that influence minority students' sense of belonging, persistence, and academic success in higher education. It finds that sense of belonging - feeling accepted and valued by peers and faculty - is strongly linked to student retention and performance. The literature examines how different minority groups experience belonging. African American and Hispanic students often face barriers like racial stereotypes, lack of faculty validation, and limited social capital. Asian cultures generally promote education, leading to higher persistence rates. Overall, positive relationships with faculty and peers, feeling part of the campus community, and validation of students' cultural identities and experiences are tied to improved outcomes for minority students.
Keith Mar is a prominent psychotherapist in Santa Barbara who experienced racial discrimination and bullying as a child. He discusses research showing that children as young as age 2 internalize societal messages about racial hierarchies. Mar was born in California to Chinese immigrant parents and experienced racism throughout his childhood. He became a licensed marriage and family therapist and advocates addressing implicit biases, even unconscious ones, around issues like race, gender, and religion. With his wife Kathleen, he co-founded an organization called the California Central Coast Society of Asian Americans to celebrate Asian American history and culture in the region.
This document summarizes an article that examines the connections between spirituality and hip hop music. It discusses how hip hop draws from black musical traditions like gospel and soul that blurred lines between sacred and secular. While hip hop lyrics often reference immoral topics, the music can still produce spiritual experiences for artists and listeners. The document analyzes how hip hop samples and mixes sacred texts with profane lyrics to explore existential questions. It also discusses contradictions between religious imagery used in hip hop and artists' actual lives.
This document proposes a mentoring program called "The Winds beneath Youth's Wings" aimed at promoting spiritual transformation and well-being among youth. It discusses how the program would create a nurturing environment to facilitate social connection, goal-setting, reflection, and the development of a sense of purpose. The program is intended to help youth engage in self-assessment and regulation in order to heal from past harms. Spiritual transformation is described as a profound change in one's sense of self and mental states. The document maintains that spirituality can foster moral and civic identity in youth and help them become contributing members of their communities.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Seventy-Eighth Annual Meeting of the Eastern Sociological Society ConferenceYafreisy Carrero
2008
Work & Economy |
Seventy-Eighth Annual Meeting of the Eastern Sociological Society Conference
United States
Dr. Omar Nagi, Yafreisy Carrero
• Paper Presentation on: Lessons for Human Development from the Highbridge Voices After-School Program
• Research Title: Labor Intensive Requirements in Human Resource Development
Black Males, Social Imagery, and the Disruption of Pathological IdentitiesJonathan Dunnemann
Throughout the history of the U.S., racialized groups have often had their experiences profoundly shaped by social imagery in ways that have created tremendous hardships in the quest for
self-actualization and a healthy sense of self.
The purpose of this article is to shed light on the manner in which Black males have been one of the primary victims of negative social imagery and how the remnants of these constructions continue to have contemporary influences, ....
Caribbean Studies Internal Assessment (Sample) OmziiNella Bell
The document discusses a study on the impact of dancehall music on students at Black River High School. Data was collected through questionnaires given to students and observation at a school concert. Most students listened to dancehall for entertainment and agreed it promotes negative messages and gang violence. They felt the lyrics and artists' actions influence moods and behavior. While some saw artists as role models, most did not and suggested banning dancehall to reduce its negative effects. The findings indicate dancehall impacts students' emotions and may contribute to misconduct.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Parents, grandparents, and siblings were reported to have positively influenced African American adults' religious commitment and values, on average. However, mothers were reported to have the greatest positive influence on these outcomes. The influences of family members differed based on the generation and gender of the family member. Religious commitment and values were differentially associated with family members depending on these factors. The study aimed to explore how family members influence African American adults' perceptions of the importance of religion in their lives, their religious and spiritual identities, and their views on religious socialization of children.
This thesis examines the factors that have contributed to the formation of Maasai ethnic identity and social mobilization in Kenya. It analyzes how the Maasai, as one of the smallest ethnic groups, engage in political claim-making based on a history of land dispossession and marginalization. Through interviews and fieldwork, the study seeks to understand the perspectives, experiences and strategies that drive collective action within the Maasai community and characterize their political movement. Adopting a new constitution in 2010 calling for greater minority representation and devolution of power to counties, the current political environment provides an opportunity to study how the Maasai experience this moment and how it relates to their history of marginalization.
This document is a research proposal investigating society's perception of the sexual identity of male dancers in Jamaica. The researcher conducted surveys of 85 people, including 36 professional dancers and 49 non-dancers, from three dance companies, a high school, and university in Kingston and St. Andrew Parish. The surveys aimed to determine if perceptions differ by age, profession, or sexuality. The literature review discussed previous studies finding stigmas around male dancers being perceived as gay but also the athleticism of dance. The proposal outlined the data collection through stratified random sampling and anonymous surveys to understand societal views on male dancers' sexual identities.
This document summarizes an ethnographic study on how second-generation Chinese Americans in the Southern US form friendships and understand their ethnic identities. Interviews were conducted with 13 second-generation Chinese Americans who were highly educated. The study found they adopted "colorblind" racial strategies and constructed ethnic boundaries in forming friendships. While they had diverse friend groups, their closest friends were often other Asian Americans. Attending Chinese church was also important socially. While describing Southern culture positively, many saw the region as behind other areas and wanted to leave. They discussed race relations but did not see Asian Americans as facing issues as a minority group. The study suggests this group feels a lack of belonging and marginalization but has few ways to explore their
This paper aims to highlight adjustment disturbances that can occur among children from wealthy families and examine potential causes. Existing evidence suggests problems with substance use, anxiety, and depression among affluent youth. Two potential contributing factors discussed are pressures to achieve and isolation from parents. The first half of the paper reviews evidence of problems among wealthy children, while the second half focuses on characteristics of their families and neighborhoods that may contribute to disturbances.
The newsletter provides updates on the Sociology Department at Cal State Fullerton. It discusses the increasing size of the department, with over 700 majors and 100 minors. It highlights faculty and students who presented research at a recent conference, covering topics such as courtship rituals, education policy, and the effects of colorism. The newsletter also profiles a faculty member and student and previews an upcoming course on the American drug scene.
The document discusses the 2015 edition of the Harvard Journal of African American Public Policy, noting that it addresses issues related to the Black Lives Matter movement and protests in Ferguson, Missouri through academic research, policy analysis, and personal accounts. The journal features articles on topics such as racial profiling, police culture, the criminal justice system, education policy, and arts and films related to discussions of race in America.
Mary Ann Springs, Dissertation Proposal - Dr. William Allan Kritsonis, Disser...William Kritsonis
This study aims to examine the experiences of 4 African American male educational leaders at a historically black college and university in Texas through phenomenological interviews and observations. The research questions focus on understanding the influences on their leadership styles from critical historical moments, past leaders, adversity, and how they influence younger generations. A literature review covers theories of critical race, resilience and the historical role of HBCUs. The research design involves phenomenological methodology with criterion sampling of participants, demographic and interview instruments, and validity measures. Data analysis will identify themes from interview transcripts and triangulate findings. The purpose is to give voice to the leaders' experiences and influence.
This study aims to understand the experiences of four African American male educational leaders at a historically black college and university in Texas. It will examine critical moments in their careers, the evolution of their leadership styles over three decades, influences from past leaders, and how they navigated adversities. In-depth interviews will be conducted with the leaders and analyzed along with observational field notes to identify themes regarding their mentorship of students and influence on promoting African American leadership. The purpose is to give voice to the leaders' perspectives and foster intergenerational relationships between leaders and students.
Sample of Master Thesis in Political ScienceWai-Kwok Wong
Here are the key points made in the literature review:
- Many scholars marginalize the influence of religion in political discussions, emphasizing strategic, political, and economic concerns instead.
- Those studying the secular environment in the EU limit discussion of religion's influence to its generic cultural impact, except regarding Middle East policy and European Muslims' beliefs.
- Scholarship on Israel evaluates how its "Jewish" designation relates to its democracy, but often marginalizes religiosity within Israel as a cultural matter of identity enforced by the state.
- The literature presents three perspectives on the association between religious beliefs and foreign policy:
1) Other factors like strategic, economic, and political interests influence policy more than religious beliefs.
Copy of dropout rate in urban areas reasearh designBaroness Thompson
The document discusses economic stability and dropout rates. It notes that economic hardship is prevalent across America, especially in urban areas. Children who live in poverty are more likely to drop out of school, succumb to crime, violence and drugs. Their home environments may be dangerous and their communities plagued with problems. High dropout rates in urban schools have become a major problem. The document reviews research on the relationship between poverty, crime, gangs, drugs and high dropout rates in both rural and urban areas. It discusses the challenges children in unstable economic conditions face and how communities and schools can help support these at-risk youth.
This document discusses the need to create supportive spaces for transgender youth. It notes that transgender youth face unique challenges, such as lack of role models, victimization, and family rejection. The document outlines how community centers can help by providing resources to address basic needs, support identity development, and foster connections. Focus groups with transgender youth found that centers helped them access services, counseling, and social support networks. Centers should receive training to better understand transgender issues and support the well-being of these youth.
Strengths Building, Resilience, and the Bible: A Story-Based Curriculum for A...Jonathan Dunnemann
This document proposes a story-based curriculum called Global Resilience Oral Workshops (GROW) to build resilience in adolescents around the world. It draws from positive psychology principles like character strengths and teaches problem-solving skills through Bible stories, which are available in over 750 languages. The curriculum aims to lower depression and increase well-being in adolescents, most of whom live in developing countries and prefer oral learning. It incorporates both spiritual and secular resilience strategies and can be adapted across cultures. The proposed implementation is to first pilot it with Brazilian adolescents and train community leaders to disseminate it through an audio-recorded "train the trainer" model.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
This document reviews literature on factors that influence minority students' sense of belonging, persistence, and academic success in higher education. It finds that sense of belonging - feeling accepted and valued by peers and faculty - is strongly linked to student retention and performance. The literature examines how different minority groups experience belonging. African American and Hispanic students often face barriers like racial stereotypes, lack of faculty validation, and limited social capital. Asian cultures generally promote education, leading to higher persistence rates. Overall, positive relationships with faculty and peers, feeling part of the campus community, and validation of students' cultural identities and experiences are tied to improved outcomes for minority students.
Keith Mar is a prominent psychotherapist in Santa Barbara who experienced racial discrimination and bullying as a child. He discusses research showing that children as young as age 2 internalize societal messages about racial hierarchies. Mar was born in California to Chinese immigrant parents and experienced racism throughout his childhood. He became a licensed marriage and family therapist and advocates addressing implicit biases, even unconscious ones, around issues like race, gender, and religion. With his wife Kathleen, he co-founded an organization called the California Central Coast Society of Asian Americans to celebrate Asian American history and culture in the region.
This document summarizes an article that examines the connections between spirituality and hip hop music. It discusses how hip hop draws from black musical traditions like gospel and soul that blurred lines between sacred and secular. While hip hop lyrics often reference immoral topics, the music can still produce spiritual experiences for artists and listeners. The document analyzes how hip hop samples and mixes sacred texts with profane lyrics to explore existential questions. It also discusses contradictions between religious imagery used in hip hop and artists' actual lives.
This document proposes a mentoring program called "The Winds beneath Youth's Wings" aimed at promoting spiritual transformation and well-being among youth. It discusses how the program would create a nurturing environment to facilitate social connection, goal-setting, reflection, and the development of a sense of purpose. The program is intended to help youth engage in self-assessment and regulation in order to heal from past harms. Spiritual transformation is described as a profound change in one's sense of self and mental states. The document maintains that spirituality can foster moral and civic identity in youth and help them become contributing members of their communities.
The socio political influence of rap music as poetry in the urbanJonathan Dunnemann
This thesis examines the socio-political influence of rap music as a form of poetry in urban communities. It focuses on three seminal rap artists: Public Enemy, N.W.A., and Tupac Shakur. The thesis argues that rap music, like traditional poetry, stands as a means of creative expression for African Americans and also addresses social and political issues. It traces the roots of rap music to the black oral tradition and discusses how rap picked up where the Black Nationalist literature of the 1960s left off in using unconventional forms to challenge mainstream ideologies. The thesis analyzes the progression of Public Enemy's message from political critique to a more integrationist approach and examines how N.W.A. and T
A spiritual person is characterized by seven main traits:
1. They continuously strive for perfection in all aspects of life and maintain stability in their chosen path.
2. They are wholly dedicated to their work without concern for time or expectations, persevering through difficulties.
3. They live according to their conscience, guided by spiritual teachings and principles from higher sources.
Resilience in African American Children and AdolescentsJonathan Dunnemann
This document provides an executive summary of a task force report on resilience and strength in Black children and adolescents. It discusses conceptualizing resilience through an ecological lens that incorporates racial, ethnic, and cultural experiences. It proposes a portrait of resilience for Black youth characterized by critical mindedness, active engagement, flexibility, and communalism. It then summarizes research on resilience factors within five domains of development: identity development, emotional development, social development, cognitive development, and physical health and development. Key messages include the importance of positive racial identity and racial socialization from parents/caregivers in promoting resilience. The report calls for more research on multiple identities and their influences on Black youth.
This document is a questionnaire from The Tandem Project, a UN NGO, about human rights and freedom of religion or belief. It asks the respondent to identify their religious beliefs or lack thereof according to UN categories. It then asks a series of questions about the respondent's understanding of the ultimate meaning of life, how they live according to that meaning through ethics and morality, and how intolerance and discrimination based on religion or belief can be addressed. The goal is respectful dialogue on human rights and resolving conflicts related to religion or belief.
This chapter discusses the importance of hip-hop for music therapists. It argues that hip-hop is a universal language among youth cultures globally and an important part of contemporary popular culture and music. However, hip-hop is rarely discussed or incorporated into music therapy training and practice. The chapter explores how hip-hop aligns with music-centered approaches to music therapy and how understanding hip-hop aesthetics can help therapists facilitate clinical improvisation using this popular musical form.
This document discusses the concept of the ideal self and its role in driving intentional change. It proposes that the ideal self is composed of three main components: 1) an image of a desired future state fueled by one's passions, values, and stage of life, 2) hope stemming from optimism and self-efficacy, and 3) one's core identity including traits and roles. The ideal self serves as an intrinsic motivator by creating a positive emotional state that guides a person towards their vision of who they want to become or what they want to accomplish. It contrasts with external "ought selves" imposed by others. Realizing one's ideal self leads to formulating a personal vision which engages positive emotions and drives assessment
This document analyzes the significance of graffiti and street art as forms of cultural heritage. It discusses how graffiti was traditionally seen as vandalism but is now recognized as a legitimate art form by many. Artists like Basquiat, Haring, Banksy and Steve Powers have helped shift perceptions by bringing graffiti beyond galleries into public spaces. While graffiti represents a more alternative form of cultural expression, its popularity and ability to beautify and comment on social issues demonstrates it embodies important cultural values for some communities. The document examines graffiti and street art's connections to heritage through case studies of specific works.
This document provides a lyrical analysis of the song "Little Brother" by the hip hop duo Black Star. The analysis examines the song's instrumental beat and vocal samples, as well as the lyrics rapped by Mos Def and Talib Kweli. The analysis suggests the song portrays the harsh conditions of life in the ghetto, but also conveys a sense of hope and pride in representing those without means ("the ain't-gots"). The analysis places the song's themes in the context of black liberation theology and the spirituals sung by slaves.
This document discusses the connections between the ideas of the Civil Rights Movement (CRM) and those expressed in socially and politically conscious (SPC) hip hop. It argues that SPC hip hop carries on and expands four key ideas from the CRM: critique of oppression, analysis of racism/discrimination, critique of US imperialism, and advocacy for individual rights. The document examines how hip hop artists use techniques like sampling, scratching, and imaging to connect their ideas to the CRM by placing civil rights figures and events in closer temporal proximity. It provides several examples of songs that illuminate these ideological connections, such as songs by Public Enemy, Outkast, Common, and Michael Franti. The overall aim is to
The document is a book by Tricia Rose published in 2008 by Basic Civitas titled "Hip-Hop Wars: What We Talk about When We Talk about Hip-Hop - and Why It Matters". The book discusses debates around hip-hop music and culture and why understanding these debates is important. It was accessed through ProQuest ebrary on January 6, 2015 and the copyright is held by Basic Civitas.
Measure developed by Child Trends for the Flourishing Children Project, funded by the Templeton Foundation.
You may calculate a total score by associating the following numeric values with the answer options: Not at all=0; A little=1; Somewhat=2; A lot=3; and Completely=4. The maximum score for this scale equals 60.
The document discusses research on the "street code" culture found in some inner-city black communities. It describes how structural conditions like poverty, unemployment, and limited opportunities have led to the development of this code. The code emphasizes respect, social identity, and the use of violence. The author argues that gangsta rap music reflects and reinforces this street code through its lyrics about crime, violence, and street life. The study analyzes 403 rap songs to examine how the code is portrayed and how violence is justified in the lyrics.
This article describes a program called Young Warriors that aims to cultivate critical consciousness in young African American men. The program uses movies and rap videos from hip hop culture to help the young men critically analyze messages about race, gender, class and social issues in popular culture. The goal is to enhance their critical thinking skills so they can better understand social forces that influence their communities, and analyze everyday economic, social and cultural challenges. The program is described as drawing from concepts of critical thinking, media literacy, political socialization and psychosocial development to foster sociopolitical development in the young men.
Education in a hip hop nation- our identity politics & pedagogyJonathan Dunnemann
This study explores how Hip-Hop culture impacts educators' identity, politics, and personal pedagogy. It seeks to create a new model of Social Justice Hip-Hop Pedagogy based on interviews with 23 influential Hip-Hop educators from diverse backgrounds. While Hip-Hop is currently being used in K-16 contexts as pedagogy, there is limited theoretical framework supporting its use for social justice. The study examines Hip-Hop's Afro-Diasporic origins and activist roots, and how it shapes the identity and pedagogy of educators belonging to the Hip-Hop generation. It aims to develop a foundation and practical tenets for negotiating and implementing Social Justice Hip-Hop Pedagogy.
Hip hop and rap music have flourished despite negative perceptions and can have a large impact on youth. These genres speak to adolescent's meaning-making, identity formation, and sense of place. They address struggles with oppression, religion, and dreams. While some view the genres as detrimental, music plays an important role in adolescent development by satisfying social, emotional, and developmental needs. Spirituality, though subjective, forms how adolescents make sense of themselves and the world.
Effective strategies for mentoring african american boysJonathan Dunnemann
This document discusses effective strategies for mentoring African American boys. It identifies several promising mentoring programs that have led to positive outcomes for African American boys. These programs tend to use group mentoring rather than one-on-one mentoring. They also focus on preparing youth for productive futures and addressing their cultural and trauma experiences. Effective programs celebrate African American culture and train mentors in advocacy and cultural competency. However, access to these model programs can be limited due to challenges in long-term public funding.
This document discusses cultural collision in urban schools and implications for educators. It explores how the cultures students bring from outside school like hip hop culture may clash with school culture and how teachers promote their own beliefs. It also examines how urban schools face more diversity and inequality than other schools. The document suggests educators should recognize inequalities in society, acknowledge students' backgrounds, find a balance between school culture and cultural pluralism, and help students develop value systems that encourage positive identities and success in school and life.
This document summarizes a research project that used ethnomusicology to develop cultural integration curricula for two newcomer classes in Edmonton schools. The researcher conducted observations, interviews, and collaborated with teachers to design class-specific programs. One class focused on cultural empowerment through student-led music and dance exchanges with parents. The other emphasized intercultural dialogue through peer teaching of musical traditions. Preliminary results suggest ethnomusicology can help students critically examine identities, cultural stereotypes, and negotiate power dynamics in multicultural classrooms.
The document outlines goals and objectives for increasing culturally responsive pedagogy among faculty and graduates at the University of Mississippi School of Education. It discusses:
- Goal 1 of increasing faculty understanding of culturally responsive practices through exploring beliefs, introducing best practices, and integrating practices into programs.
- Goal 2 of increasing graduates' skills in culturally responsive practices by providing learning opportunities and revising courses.
- Various activities, workshops, and experts that were utilized to work towards these goals, including implicit bias training, culturally relevant children's literature workshops, and course revisions.
Teaching TolerancePublished on Teaching Tolerance (httpww.docxssuserf9c51d
Teaching Tolerance
Published on Teaching Tolerance (http://www.tolerance.org)
Home > Relevant: Beyond the Basics
Blogs and Articles: Cultural Competence [1]
Overview:
Monica Edwards was frustrated. As a teacher in an urban elementary school, Edwards faced a
class that was largely African American and Latino: she was neither. She often felt that she
wasn’t effectively reaching them, and she was beginning to get discouraged.
Number 36: Fall 2009 [2]
Jacqueline Jordan Irvine [3]
Monica Edwards was frustrated.
As a teacher in an urban elementary school, Edwards faced a class that was largely African
American and Latino: she was neither. She often felt that she wasn’t effectively reaching them,
and she was beginning to get discouraged. (Monica Edwards isn’t her real name. She’s a real
teacher who told me her story privately.)
After hearing a colleague briefly mention her success in using culturally relevant instructional
strategies, Edwards decided to try her hand at the same. She bought a commercial CD called
Multiplication Rap, which promised to teach mathematics based on repetition and rhyme,
hand-clapping and a hip-hop musical style. She was sure the CD would appeal to her students’
interest in the rap music genre.
In the classroom, however, things didn’t go quite as planned. Students focused on the music
itself, paying little attention to the math objectives. Several were unimpressed with the CD, and
commented on the poor audio quality and amateurish lyrics. Except for the musical debate,
nothing much happened. The failure rate on Edwards’ weekly exam did not change.
Sadly, Edwards’ experience is not uncommon. Many teachers have a cursory understanding of
culturally relevant pedagogy, and a desire to see it succeed in their classrooms. The problem is
that in many cases, teachers have only a cursory understanding, and their efforts to bridge the
cultural gap often fall short.
“Culturally relevant pedagogy” is a term that describes effective teaching in culturally diverse
classrooms. It can be a daunting idea to understand and implement. Yet even when people do not
know the term, they tend to appreciate culturally relevant pedagogy when they see it.
Think of the film Stand and Deliver, in which Edward James Olmos, as teacher Jaime Escalante,
teaches his students about negative numbers using the example of digging and filling holes in the
sand on the California beach. He tells his mostly Latino class that the Mayan civilization
independently invented the concept of zero. When the students begin to catch on, the audience is
inspired by this moment of epiphany.
Relevant: Beyond the Basics http://www.tolerance.org/print/magazine/number-36-fall-2009/feature/re...
1 of 5 8/13/2014 11:27 AM
Most people understand intuitively that this type of teaching engages and motivates students.
Teachers want to be a Jaime Escalante for their own students — and they leap at the chance to
try new techniques or tools designed to bridge a cultural g ...
The document discusses the importance of cultural competence for teachers working in urban schools, noting that teachers must understand and value students' cultural backgrounds to effectively help them learn. It also describes attributes of culturally competent teachers, such as displaying high expectations for students and incorporating their real-life experiences into lessons. Finally, the document emphasizes that teacher cultural competence is necessary to improve student achievement and close opportunity gaps for low-income minority students.
The Twin Cities Mobile Jazz Project uses jazz music and related art forms to promote learning, communication, and self-expression for people of all ages and backgrounds. It provides free concerts, after-school programs, and park workshops. The mission is to encourage creativity, expression, and learning through hands-on music and arts activities. The program partners with schools and organizations to provide culturally enriching experiences that develop critical thinking and social-emotional skills for youth. Evaluations show the program increases achievement, engagement, and test scores for participants.
Community centered language teaching views teaching as a social process where language is seen as people interacting and responding to each other. It promotes two types of interactions: interactions between learners and interactions between learners and teachers. This establishes a community of learners where students learn from and support each other. The teacher provides a safe environment for learning and builds relationships among students. Students work independently and help less advanced peers while benefiting from more advanced students. Teachers encourage self-evaluation so students can reflect on their own progress.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
This document discusses implementing a service-learning project to address challenges in educating urban African American students. It provides background on service-learning and cites research showing its benefits, such as increased academic achievement and interest. The purpose is to compile evidence that service-learning can help address many issues in urban African American schools.
This document discusses implementing a service-learning project to address challenges in educating urban African American students. It provides background on service-learning and cites research showing its benefits, such as increased academic achievement and interest. The purpose is to compile evidence that service-learning can help address many issues in urban African American schools.
Multiculturalism is a theory about the foundations of culture rather than just including cultural ideas. It is a comprehensive response to cultural and ethnic diversity with educational, linguistic, economic, and social components and institutional mechanisms. Multiculturalism emphasizes the unique characteristics of different cultures, especially how they relate to one another within a nation. It is a model promoted by UNESCO for democratic policy responses to cultural diversity.
This document discusses culturally responsive teaching and provides examples of how to incorporate culturally responsive practices into an urban planning unit for 6th grade students. It proposes using cross-curricular lessons across subjects like math, science, literacy, and more to teach about urban planning. Examples of lessons include estimating land use, sustainable water sources, cultural demographics, and more. The document also provides guidance on ensuring instruction is culturally responsive through practices like content menus, oral history interviews, and considering multiple cultural perspectives.
This document discusses culturally responsive teaching and presents an example of a 6-week cross-curricular unit on urban planning that incorporates these principles. The unit involves lessons in multiple subjects like math, science, social studies, literacy, photography, and music. It aims to educate students about diverse cultural perspectives and validate different cultural experiences. Oral history interviews and analyzing communication styles help promote cross-cultural understanding. Ensuring all students feel included through approaches like differentiated instruction and heterogeneous grouping is also discussed.
The document discusses the impact of diversity in education. It notes that diversity contributes to high expectations and institutional commitment to diversity. Studies show that exposure to diversity on campus increases critical thinking and problem solving skills for all students. Effective strategies for addressing diversity in the classroom include acknowledging differences, connecting with families, establishing mentors, and implementing culturally responsive teaching.
This document discusses culturally relevant teaching practices and an art education program between an elementary school and a Boys and Girls Club. It advocates for building curricula that legitimizes students' experiences, provides positive representations of all people, and recognizes the challenges students face. It describes an initiative where pre-service teachers lead arts-based lessons for Club members to promote empathy, social relationships, and community engagement. The goals are to expose preconceptions and promote a desire for continued community service.
Gloria Ladson-Billings But Thats Just Good Teaching! Th.docxwhittemorelucilla
Gloria Ladson-Billings
But That's Just Good Teaching! The Case
for Culturally Relevant Pedagogy
FOR THE PAST 6 YEARS I have been engaged in
research with excellent teachers of African American
students (see, for example, Ladson-Billings, 1990,
1992b, 1992c, 1994). Given the dismal academic
performance of many African American students (The
College Board, 1985), I am not surprised that various
administrators, teachers, and teacher educators have
asked me to share and discuss my findings so that
they might incorporate them in their work. One usual
response to what I share is the comment around which
I have based this article, "But, that's just good
teaching!" Instead of some "magic bullet" or intricate
formula and steps for instruction, some members of
my audience are shocked to hear what seems to them
like some rather routine teaching strategies that are a
part of good teaching. My response is to affirm that,
indeed, I am describing good teaching, and to
question why so little of it seems to be occurring in
the classrooms populated by African American
students.
The pedagogical excellence I have studied is
good teaching, but it is much more than that. This
article is an attempt to describe a pedagogy I have
come to identify as "culturally relevant" (Ladson-
Billings, 1992a) and to argue for its centrality in the
academic success of African American and other
children who have not been well served by our
nation's public schools. First, I provide some
background information about
Gloria Ladson-Billings is associate professor of education at the
University of Wisconsin-Madison.
THEORY lNTO PRACTICE, Volume 34, Number 3, Summer 1995
Copyright 1995 College of Education, The Ohio State University
0040-5841/95$1.25
other attempts to look at linkages between school
and culture. Next, I discuss the theoretical grounding
of culturally relevant teaching in the context of a 3-
year study of successful teachers of African
American students. I conclude this discussion with
further examples of this pedagogy in action.
Linking Schooling and Culture
Native American educator Cornel Pewewardy
(1993) asserts that one of the reasons Indian children
experience difficulty in schools is that educators
traditionally have attempted to insert culture into the
education, instead of inserting education into the
culture. This notion is, in all probability, true for
many students who are not a part of the White,
middle-class mainstream. For almost 15 years,
anthropologists have looked at ways to develop a
closer fit between students' home culture and the
school. This work has had a variety of labels
including "culturally appropriate" (Au & Jordan,
1981), "culturally congruent" (Mohatt & Erickson,
1981), "culturally responsive" (Cazden & Leggett,
1981; Erickson & Mohatt, 1982), and "culturally
compatible" (Jordan, 1985; Vogt, Jordan, ...
Culturally res teach_tobin_hoover_and_chaparro_3_frame_only_pja (1) (3)UO_AcademicExtension
The document discusses culturally responsive teaching, which uses students' cultural experiences and perspectives to effectively teach them, and examines how it can help reduce achievement gaps for American Indian students. It also reviews factors that affect academic success for all students, such as attendance, teaching quality, and personal characteristics, and evidence-based teaching methods shown to help students do well, including explicit instruction, building background knowledge, and peer-assisted learning.
A multicultural curriculum recognizes and values diversity by integrating the histories and cultures of all groups in a society into the courses of study. It aims to help students understand cultural differences and similarities, appreciate diverse groups, and function effectively across cultures. Experts believe a multicultural curriculum is important given increasing diversity in the US population. For schools to foster multiculturalism, they must reflect diversity in staff, policies, instructional materials, extracurricular activities, and integrate multicultural content throughout the curriculum rather than in isolated units. Effective professional development is also needed to help staff examine biases and increase cultural knowledge and competency.
"The rise of black power had a profound effect upon the appearance of black theology. When Carmichael and other radical black activists separated themselves from King's absolute commitment to nonviolence by proclaiming black power, white Christians especially members of the clergy, called upon their black brothers and sisters in the gospel to denounce black power as unChristian. To the surprise of white Christians, the National Committee of Negro Churchmen (NNC); later to become NCBC) refused to follow their advice and instead wrote a "Black Power Statement" that was published in the New York Time, July 31, 1966.
This document provides a guide to sacred spaces in Boston, including 13 specific sites. It begins with an introduction explaining the methodology for selecting sites and provides an overview of the types of sacred spaces that can be found in Boston. The document is then divided into individual sections for each sacred site, with details on location, transportation, history, architecture, and visitor information. Sites include churches, meeting houses, cemeteries and cultural centers representing various faiths.
This document provides a guide to sacred spaces in New York City, focusing on Manhattan and Brooklyn. It includes descriptions of 14 sacred sites, including the Islamic Cultural Center of New York, Bethesda Fountain in Central Park, Central Synagogue, and St. Peter's Church. The introduction discusses the process for selecting less traveled sites and those with interesting histories of social justice and interfaith outreach. Individual site descriptions provide addresses, transportation details, histories, architectural details, and notes for visitors. The goal is to highlight the diversity of sacred spaces in the city.
The Theology of Spirituality: It's Growing Importance Amid the Transformation...Jonathan Dunnemann
Abstract: This article raises issues surrounding the theology of spirituality as a relatively new theological focus. It argues that, faced with a changing world and numerous new (or perceived as new) phenomena, the theology of spirituality, as a scholarly area examining spiritual experience, is becoming a branch of
theological research of increasing importance. The first part of this article focuses on the ever-growing areas of interest found within the theology of spirituality, a growth stemming from the core of the field itself (agere sequitur esse). The second part emphasizes the newer areas of interest within the theology
of spirituality. These new horizons arise from the pluralism of theology itself and the criteria used in differentiating theological disciplines, such as ethno-geographic, doctrinal, and ascetic-practical concerns. In particular, amid a fast-changing world in which information and mutual contact have become incredibly accessible, the interpenetration of cultures and traditions can not only be of great value but also carry the dangers of a chaotic eclecticism. As this accessibility becomes ever easier and more pervasive, contemporary human beings can thus become confused, not only about their worldviews but also concerning their spiritual and religious beliefs. Thus, research into the theology of spirituality is becoming increasingly more important.
Using an interdisciplinary approach and a phenomenological, hermeneutic, mystagogical methodology, this paper explores how children describe the deep fruits of meditation in their lives. Seventy children, aged 7 to 11, from four Irish primary schools were interviewed; all had engaged in meditation as a whole-school practice for at least two-years beforehand. The study sought to elicit from children their experience, if any, of the transcendent in meditation. It concludes that children can and do enjoy deep states of consciousness and that meditation has the capacity to nourish the innate spirituality of the child. It highlights the importance of personal spiritual experience for children and supports the introduction of meditation in primary schools.
ASSESSMENT OF CHARACTER STRENGTHS AMONG YOUTH: THE VALUES IN ACTION INVENTORY...Jonathan Dunnemann
Raising virtuous children is an ultimate goal not only of all parents and educators but also of all societies. Across different eras and cultures, identifying character strengths (virtues) and cultivating them in children and youth have been among the chief interests of philosophers, theologians, and educators. With a few exceptions, these topics have been neglected by psychologists. However, the emerging field of positive psychology specifically emphasizes
building the good life by identifying individual strengths of character and fostering them (Seligman, 2002). Character strengths are now receiving attention by psychologists interested in positive youth development.
Jon Dunnemann presented on cultivating purpose in youth. Key points included that purpose provides direction and meaning, is shaped by factors like gender and family, and leads to benefits like happiness and resilience. Purpose involves deciding what matters, nurturing one's best qualities, and making a difference. Future directions may introduce youth to examples of purpose from history that advance noble causes today.
African American spirituality provides a rich lens into the heart and soul of the black church experience, often overlooked in the Christian spiritual formation literature. By addressing this lacuna, this essay focuses on three primary shaping qualities o f history: the effects of slavery, the Civil Rights Movement under Dr. Martin Luther King’s leadership, and the emergence of the Black Church. Lour spiritual practices that influence African American spirituality highlight the historical and cultural context of being “forged in the fiery furnace,” including worship, preaching and Scripture, the community of faith and prayer, and community outreach. The essay concludes by recognizing four areas o f the lived experiences of African Americans from which the global church can glean: (1) persevering in pain and suffering, (2) turning to God for strength, (3) experiencing a living and passionate faith, and (4) affirming God’s intention for freedom and justice to be afforded to every individual.
Historical criticism attempts to read texts in their original situations, informed by literary and cultural conventions reconstructed from comparable texts and artifacts. African American interpretation extends this approach to questions about race and social location for the ancient text, its reception
history, and its modern readers. It arose as a corrective and alternative to white supremacist use of the Bible in moral and political arguments regarding race, civil rights, and social justice. Accordingly, African American interpretation has combined the
insights of abolitionists and activists with academic tools to demonstrate how biblical interpretation can function as an instrument of oppression, obfuscation, or opportunity. Of course, most of these developments have occurred in the larger framework of American Christianity. Yet, its analyses reach
beyond that specific setting, touching on the connections between the Bible and race in public discourse generally, whether in government, academia, or popular culture.
Appropriating Universality: The Coltranes and 1960s SpiritualityJonathan Dunnemann
The role of the Black Protestant Church has figured prominently in scholarly discussions of African American music culture, and to some extent its importance has been explored with respect to jazz. However, with the exception of the Nation of Islam, the influence of Eastern religious practices among black Americans has not been significantly researched nor have adequate connections been made between these spiritual pursuits and the musical innovations they inspired. Nevertheless, since the mid-’60s, black American artists have explored Yoga, Hinduism, various sects of Buddhism, Ahmadiya Islam, and Bahá’í. The
aesthetic impact of these pursuits has been multi-dimensional and far-reaching. In their study of Asian philosophy and religion, jazz musicians have been exposed to the sounds and musical processes they have discovered in the cultures from which these traditions have emerged. One can hear this influence in musical borrowings, such as the use of traditional instrumentation, the reworking of melodic material from folk and classical genres, and the incorporation of indigenous
improvisational and compositional techniques. Though less audible, Eastern spiritual traditions have also exerted a more abstract philosophical influence that has shaped jazz aesthetics, inspiring jazz musicians to dissolve formal and stylistic boundaries and produce works of great originality. Contextualizing the spiritual explorations of John and Alice Coltrane within American religious culture and liberation movements of the 1960s, this essay explores the way that
their eclectic appropriation of Eastern spiritual concepts and their commitment to spiritual universality not only inspired musical innovation, but also provided a counter-hegemonic, political, and cultural critique.
Who Is Jesus Christ for Us Today?
To say that Jesus Christ is the truth of the Christian story calls for further examination. It is one thing to assert that the New Testament describes Jesus as the Oppressed One who came to liberate the poor and the weak (Chap. 4); but it is quite another to ask, Who is Jesus Christ for us today? If twentieth-century Christians are to speak the truth for their sociohistorical situation, they cannot merely repeat the story of what Jesus did and said in Palestine, as if it were selfinterpreting for us today. Truth is more than the retelling of the biblical story. Truth is the divine happening that invades our contemporary situation, revealing the meaning of the past for the present so that we
are made new creatures for the future. It is therefore our commitment to the divine truth, as witnessed to in the biblical story, that requires us to investigate the connection between Jesus' words and deeds in firstcentury Palestine and our existence today. This is the crux of the christological issue that no Christian theology can avoid.
The pivotal role of religion and spirituality in the lives of African Americans marks this ethnoracial group as a particularly important target for attention in research on the psychology and sociology of religion. In this chapter we endeavor to achieve three ends: First, we briefly review literature on meanings of religiosity and spirituality among African Americans. Second, we review the literature on the link between religiosity, spirituality, and health among African Americans. Finally, we examine findings regarding the pathways by which religion and spirituality may achieve its ends.
Transformative Pedagogy, Black Theology and Participative forms of PraxisJonathan Dunnemann
This document discusses transformative pedagogy, Black theology, and participative praxis. It outlines how the author seeks to combine transformative modes of pedagogy from Paulo Freire with the liberative themes of Black theology. It summarizes key contributions from Freire, Black religious educators like Grant Shockley and Olivia Pearl Stokes, and discusses the author's own participative approach to Black theological scholarship using experiential learning exercises. The overall goal is conscientization and formation of lay people and ministers through this interactive theological education approach.
Development of a Program for the Empowerment of Black Single Mother Families ...Jonathan Dunnemann
This project developed and implemented an 8-session coping skills seminar for single mothers in the Antelope Valley Seventh-day Adventist Church. A questionnaire was used to determine topics of interest. The seminar covered finance, education, parenting, communication, and physical, psychological, emotional and spiritual self-care. Evaluation found the seminar improved participants' skills in these areas and positively impacted their well-being and the local church.
The document summarizes the 50th anniversary celebration of the Black Student Union at Holy Cross. It discusses the impact of the first 19 black students who enrolled in 1968, including Supreme Court Justice Clarence Thomas and Pulitzer Prize winner Edward P. Jones. It highlights the continued commitment of Holy Cross to admitting students who will lead and create positive change. The president expresses hope for the new year based on interactions with current students who are standing up against bias and building an inclusive community.
The document is a summary of the 2019 World Development Report, which focuses on the changing nature of work. Some key points:
1) Work is changing dramatically due to new technologies that are automating many jobs while also creating new types of work.
2) Firms are also changing as a small number of "superstar" firms grow rapidly in many industries due to network effects and economies of scale.
3) Governments need to invest more in building human capital through education, skills training, health care in order to help populations adapt to the changing nature of work and allow countries to benefit from new technologies.
The Relationship Between Spiritual Engagement and Authentic Leadership: Explo...Jonathan Dunnemann
Spiritual engagement is defined as a complex spiritual transformative process of spiritual practices and the attitudes
and beliefs that motivate spiritual disciplines and are consequently enhanced by the practices (Roof, Bocarnea, & Winston, 2015). Data were collected from a diverse sample of 65 leaders who self-reported spiritual engagement and 266 associated followers’ perceptions of the leaders’ authentic leadership using previously validated instruments including the Authentic Leadership Questionairre (Walumbwa et al., 2008) and the Spiritual Engagement Instrument (Roof et al., 2015).
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Ed511213
1. Jan. 2010, Volume 7, No.1 (Serial No.62) US-China Education Review, ISSN 1548-6613, USA
17
The use of music to teach life skills to students with emotional
disabilities in the classroom∗
Williams Emeka Obiozor
Abstract: This article discusses the teaching of life skills to urban American youths who are highly
fascinated with the hip-hop culture—songs, raps, miming, lyrics, dressing and musical rhythms, especially
individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to
encourage positive and active participation of these students, promote perfect school attendance, encourage good
behaviors, deal with anger management and motivate committed learning in the classroom. The instructors’
understanding of students’ culture, learning needs and styles, and using such background knowledge to educate
them become imperative in this setting. These urge for innovative and leadership projects in the author’s special
education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional
skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are
recommendations for interested teachers to devise creative teaching methods, differentiated instruction and
appropriate classroom management practices to attain student achievement.
(College of Education, Bloomsburg University, Bloomsburg PA 17815, USA)
Key words: music; hip-hop culture; America; public schools; education; life skills; emotional disability
1. Introduction
There is a strong need for educators to use multiple culturally responsive teaching techniques to engage a
diverse population of exceptional students in active learning that promotes self-advocacy and educational
performance. Achieving success in the inner city schools requires creative classroom approaches and instructional
strategies by general subject specialists and special education teachers to meet the growing influence of hip-hop
culture on urban youths, especially males.
Teaching techniques like team teaching, differentiated instruction, task analysis, and cooperative learning
activities have great inputs in effective teaching-learning process but the success of these teaching methods are
being threatened by the influence of the hip-hop culture. Every given period in the classroom, the inner city child
is engaged in some hip-hop culture thoughts, debate or act with his or her peers, which have huge potentials for
class lesson disruptions.
Marian Wright Edelman of the Children’s Defense Fund as cited in Wynn (2006) and Clay (2006) revealed
that every 5 seconds during the school day, a … public school student is suspended. Every 46 seconds during the
school day, a … high school student drops out. … According to Brown (2006), they suffer from a cultural
∗
The author is grateful to William “Flip” Clay of Rhyming to Respect Workshop for the inspiration and additional materials used in
this article.
Williams Emeka Obiozor, Ed.D., assistant professor, College of Education, Bloomsburg University; research fields: special
education, adult education, leadership and innovation in education, teacher training and girl child education, community development
and transition services.
2. The use of music to teach life skills to students with emotional disabilities in the classroom
18
disconnect in schools and classrooms. Clay added that they are infatuated with hip-hop music displaying
sometimes—bizarre dressing and clothing styles, flashy jewelry, earrings, cornrows, brash language, body
piercing and tattoos.
This attitude affects classroom participation and performance in our public schools. The hip-hop culture is
equally influencing students from other cultures (Europe, Africa, Asia, Australia, Scandinavia, Latin American
societies, etc.) and this becomes a challenge to public school teachers to understand their needs and learning styles,
and expose them to a wide range of creative, personal, intellectual and artistic development opportunities in the
classroom.
After attending a professional development workshop for general educators in 2006, which covered issues on
classroom management and student achievement, this author, was motivated to experiment on an unconventional
teaching strategy. Within the 2006-2007 School Year, the author designed innovative instructional techniques to
support students’ understanding of functional life skills, self-determination, social skills, and overall success in a
typical special education classroom. The author promoted experiential learning and active classroom participation
using hip-hop music—lyrics, instrumentals, videos and CDs. The process was challenging but it managed
successfully the behaviors of a selection of middle school students at Dorchester county public schools in
Cambridge, Maryland. For classroom instruction purposes, the author redesigned the hip-hop songs, lyrics and
presented attitudes of some American artistes, utilizing their music instrumentals in selected class lessons to fit
into special life skills topics. In the process, the students embarked on a variety of activities—For instance,
examined the artistes’ talent and creative skills, business interests and investment acumen, public behaviors and
the impact or implications of the roles of such hip-hop artistes in society. These artistes include 50Cent, Eminem,
Kanye West, Fat Joe, Kid Rock, country singer Kenny Chesney, African superstar Akon, Mary J. Blige, Britney
Spears, Ludacris, Westlife, Michael Jackson, rock groups like Linkin Park, Cold Play, Creed, among other
performers.
Over the period of one school year, the author worked with his students in the Emotionally Challenged
Program on Life Skills, as well as created opportunities for acquiring reading, math, writing and social skills. The
various class lessons profiled different hip-hop artists and music, examined their lyrics and changed some of the
songs to reflect positive messages, with support from internet-generated instrumental rhythms to the delight of the
class. The students recited the poetic lines from the songs, read aloud the word syllables, and wrote brief
constructed responses (BCRs), essays, critiques and reflections on the life of these artistes, their messages and the
implications to the society. Furthermore, students worked independently and in groups to identify the
main/supporting ideas in the music project, provide alternative statements for the negative words and letters
contained in the lyrics, as well as participate in related group projects, book reports, class presentations, individual
hip-hop music compositions, etc. The students were equally encouraged to design posters, display their creative
sides in the area of fine arts and CD cover designs—drawings, paintings, poetry and general math computation
skills (for example, addition of an artiste earnings per annum, number of hits on Billboard Charts, etc.).
The experimental outcomes were as follows:
(1) It turned out to be a bold approach to the understanding of cognitive development theory of learning. The
author challenged his students to write, discuss and present hip-hop songs about aspects of some functional math
computation problems. These students learned the same thing at the same level a year earlier, and they exhibited
better understanding of the problems. Calculations on concerts tickets sold, merchandise sales, investments,
profits and number of CDs sold formed part of the math solutions. (2) In the area of knowledge management,
3. The use of music to teach life skills to students with emotional disabilities in the classroom
19
hip-hop songs focus on presenting a message; thus, they have become forceful mechanisms, and useful in the
instruction of students from all races, for example, the African-American youths, Caucasians, Latinos, and other
immigrants. Classroom discussions, debates and quizzes on the positive and negative effects of the artiste lyrics
occur during the life skill lessons. (3) The classroom becomes more exciting with active classroom participation
and student commitment. Hip-hop involves personal expressions, commentaries and spoken words than sung, and
has unique value as forms of participatory poetry for different students. There are successes in the development of
students’ interest in reading and writing skills—They are engaged in all kinds of reading artiste biographies, book
reports and musical projects. (4) There is reduced school absenteeism because students become motivated to come
to class in anticipation of a fun activity.
2. The issue
The significance of public education lies in the ability of teachers to provide teaching-learning services in the
classroom based on curriculum content that inspire, challenge, uplift and prepare students to acquire the abilities
and skills to cope with the daily demands of the environment they live in. Today’s public schools are highly
diverse in nature with prominent cultural phenomenon exhibited by every young student at school and at home;
thanks to the influence of the technology, the mass media and industrial development trends, which this author
calls “the hip-hop millennium generation culture”. This cultural phenomenon has a toll effect on the daily
activities and lifestyles of our young people in the society, on their parents and families, as well as on the public
schools, to the extent that students’ academic performance and school achievements have influences from the
hip-hop culture.
The influence manifests in their physical fashion statements, practical sophistication and different attitudes:
For instance, the way young boys and girls in our metropolitan cities dress, talk, laugh, eat, smoke, drink or study
could be a reflection of the hip-hop culture—from the kind of music they play, listen to, and dance to; and overall
behavior in public. These attitudes have negative and positive effects to the lives of the individual, and all the
people around him or her, like the siblings, parents, teachers, the law enforcement agents and the school system.
Therefore, the American society is challenge in the public schools where the teaching-learning process and
strategies of imparting knowledge are concerned. These concerns emanate because there are series of behavior
problems and very poor student performances in reading, writing and social skills assessments in different public
schools. So many school districts risk losing government subsidies for not meeting Adequate Yearly Progress
(AYP) standards because of students’ low test scores on state assessments and placement tests. This scenario is not
acceptable to the US “No Child Left Behind (NCLB) Act” which demands student and teacher accountability,
proficiency, high academic achievement, and the schools meeting adequate yearly progress (AYP) on state
assessments even though Education Secretary Spellings believes NCLB is working (Yudof & Ruberg, 2007).
2.1 What is emotional/behavioral disability
A student with emotional disorder is not able to learn successfully in the inclusion classroom without some
special provisions from the special education teacher. According to the American Individuals with Disabilities
Education Act (IDEA), several factors may contribute to the inability of the student to learn. For example, (1) It
cannot be explained by intellectual, sensory, or health factors; (2) An inability to build or maintain satisfactory
relationships with peers and teachers; (3) Inappropriate types of behavior or feelings under normal circumstances;
(4) A general pervasive mood of unhappiness or depression; or (5) a tendency to develop physical symptoms or
4. The use of music to teach life skills to students with emotional disabilities in the classroom
20
fears associated with personal or school problems. In addition, the term does not include children who are socially
maladjusted, unless it is determined that they are seriously emotionally disturbed (Hardman, et al., 2008, p. 229).
2.2 What is hip-hop culture
With “culture” being a way of peoples’ lives, Hodge (2008) believes the hip-hop culture has consumed many
American youths, which is difficult to define but with some descriptors, one can understand its nature and modus
operandi. Notable African American hip-hop artiste, KRS-ONE, views it as a term that describes an ever growing
inner city in which people’s independent collective consciousness could be expressed through such elements as
“Breakin, Emceein, Graffiti Art, Deejayin, Beatboxin, Street Fashion, Street Language, Street Knowledge and
Street Entrepreneurialism … ” (KRS-ONE, 2007). Although the artiste argues that hip-hop is not just a collection
of music and dance products, but also the collective consciousness of a real community that has transcended
across youths of diverse cultures who attend American public schools, and affects their classroom behaviors and
academic performance.
The Hip-Hop Thesaurus dictionary (2007) argues that hip-hop music and culture is extremely powerful with
global socioeconomic reach today, adding: Hip-hop music is a form of popular music today that originated from
the Bronx and New York in the early 1970’s. The music form originally consisted of rapping and DJing and then
evolved to include collaborations with other popular types of music. Hip-hop music originated by providing inner
city African American and Latino youth with an important voice for describing the challenges that affected ever
day life in the United States ghettos. Break-dancing and graffiti made up the other components of hip-hop culture.
Hip-hop music now represents a voice for urban youth and has become an economic powerhouse throughout the
world today. It becomes a way of life for some urban youths, and displays in public places, schools and homes in a
variety of ways, sometimes, responsible attitudes or weird individual exhibits in the form of expressions.
Turnquist (2006) added these views on hip-hop culture while arguing that it has transformed pop
culture—and vice versa:
When it first boomed out of New York’s South Bronx more than 25 years ago, hip-hop was bare-bones but
expressive, made by young men too broke to buy instruments. With turntables, microphones and words, they made music
that, at its best, spoke out against poverty and injustice. Early milestones such as Grandmaster Flash and the Furious
Five’s “The Message” and Public Enemy’s “It Takes a Nation of Millions to Hold US Back” established rap as a new
form of protest art …. But now, with a few exceptions, mainstream hip-hop is more party than politics, defined by videos
featuring artists rapping about their cars, their jewelry and their booty-shaking women—the all-American materialism of
Madison Avenue.
This is where our youths are involved in the display of sometimes weird lifestyles, attaching little or less
importance to their education. In most cases, black males are more entrenched in this hip-hop culture than any
other racial groups in America, evidenced by the rap tunes, rhyme and rhythm, plus the creative exhibits.
3. Why focus on public school students? Why black males?
There are some interesting arguments on the social and academic problems facing black students whether in
a regular or a special classroom, as presented in this discussion. According to Wynn (2005), black children are
labeled mentally retarded nearly 300 percent more than white children and only 8.4 percent of black males are
identified and enrolled in gifted and talented classes.
As evidenced by data contained in the National Center for Education Statistics report: Educational
Achievement and Black-White Inequality—There is no doubt about the problems and something needs to be done
5. The use of music to teach life skills to students with emotional disabilities in the classroom
21
about it (Wynn, 2005), especially if we intend to achieve standard student enrollment and retention in the public
schools, promote quality student learning outcomes and high graduation rates.
3.1 Discipline, special education, and jail issues of black males in America
Wynn (2005) presented alarming information concerning the conditions of black American males and
students:
(1) Black students, while representing only 17 percent of public school students, account for 32 percent of
suspensions and 30 percent of expulsions. In 1999, 35 percent of all black students in grades 7-12 had been
suspended or expelled from school. The rate was 20 percent for Hispanics and 15 percent for whites.
(2) Black children are labeled “mentally retarded”, nearly 300 percent more than white children and only 8.4
percent of Black males are identified and enrolled in gifted and talented classes.
(3) Black males in their early 30s are twice as likely to have prison records (22 percent) than bachelor’s
degrees (12 percent).
(4) A black male born in 1991 (today’s middle school student) has a 29 percent chance of spending time in
prison at some point in his life. The figure for Hispanic males is 16 percent, and for white males is 4 percent.
3.2 High schools performance
(1) Only 30 percent of black high school students take advanced mathematics courses;
(2) Only 27 percent of black high school students take advanced English;
(3) Only 12 percent of black high school students take science classes as high as chemistry and physics;
(4) Only 5 percent of black high school students take a fourth year of a foreign language with only 2 percent
taking an AP foreign language course;
(5) Black students take AP exams at a rate of 53 per 1,000 students. The rate for Hispanic students is 115 per
1,000 and for Whites it is 185 per 1,000;
(6) The average ACT score for black students is 16.9; for whites it is nearly 30 percent higher at 21.8 percent
(Wynn, 2005).
Student in the public school especially in the inner city schools with large black student population,
Caucasians, Hispanics and other diverse groups has embraced the hip-hop culture in different spheres of life.
There is the gangster rap influence emanating from the hip-hop culture, perpetuated by hip-hop artistes, and
emulated by teenagers from diverse populations, which is now permeating our inner city streets, schools and
homes.
Wynn argues that enabling and empowering inner city youths or students requires what he called “a few
missing bricks” (mission, vision, climate and culture, curriculum and content, instruction, and focus, and
direction). This has made positive school performance among certain races difficult. For example, just over 50
percent of our African American students are graduating from high school across America (Roberson, 2006).
Therefore, public schools especially administrators, parents and classroom teachers, need to intervene in their
education; including students with emotional disability. The instructors need to be equipped with teaching
strategies, support services and preventive programs, and engaging school activities that would elicit success and
academic achievement in our inner city schools. Slavin, et al (1994) justified teachers’ capability of providing
such instructional delivery support and services in the schools when referred to Ron Edwards, a notable student
empowerment advocate who said, “We can, whenever and wherever we choose, successfully teach all children
whose schooling is of interest to us. We already know more than we need in order to do this. Whether we do it
must finally depend on how we feel about the fact that we have not so far”. This proposition according to Slavin,
6. The use of music to teach life skills to students with emotional disabilities in the classroom
22
et al has two parts: One is the assertion that every child can learn; the other, that we have the knowledge we need
to create schools in which every child will learn (irrespective of their disabilities).
3.3 What every classroom teacher should know
For public school teachers to become successful in their respective classrooms, classroom teachers have to be
conversant with the youths’ hip-hop lifestyles—For example, the cultural and socioeconomic issues confronting
them, their families, neighborhood, attitudes and ambitions. Wynn (2005) stressed that their achievement will
require a systematic and sustained collaboration between adults throughout the school community. He encouraged
classroom teachers to understand the needs of parents, learning styles of children, and have a genuine desire to
ensure frequent opportunities for the students to be successful in their classrooms. This includes understanding the
disabilities of the students in special education programs. In addition, Wynn recommended the following:
(1) Challenge and expose inner city males to a wide range of personal, intellectual and artistic development
opportunities;
(2) Nurture, develop and celebrate the many and diverse gifts of inner city children through differentiated instruction
or other instructional strategies/programs;
(3) Failure to establish effective home-school collaboration with shared beliefs, goals, and expectations will most
certainly result in classroom disruptions and underachievement;
(4) Parents will have to become actively involved in the academic, social, spiritual and physical development of their
sons and provide a household culture built around a set of spiritual core values which encourage and celebrate excellence.
(Wynn, 2005)
In line with the information concerning black males in the public schools, teachers have significant tasks to
promote effective classroom communication, interaction and relationship with the students. Teachers must
recognize those disturbing issues that they face daily in the classroom. Accordingly, Clay (2006) implored
American public school teachers to recognize that:
(1) Every student has different characteristics and some black males may not be the same as other classmates; (2)
Some students in middle and high schools do not process information quickly; (3) They may delay in preparing for tests
and quizzes; (4) They may need more warm-up time for class participation; (5) They may not always be prepared for
class; (6) They do not always have books and required materials; (7) They may frequently forget homework; and (8) They
may hardly make note of project due dates. These characteristics are applicable to different students across the globe.
This means, teachers have several problems during the teaching-learning transaction in subjects like reading,
mathematics, science, language arts, writing, functional life skills, vocational training, etc. During the author’s
first year, as a special education teacher in the public schools in the United States, he found it quite challenging to
adjust to the attitudes of the inner city students in the classroom. He had started his teaching career in one of the
“at-risk” public schools in Baltimore city, Maryland, where majority of the students in their emotionally disturbed
program classroom were from “group homes” and “dysfunctional families”. This was the special education
classroom for grade 9 students with emotional and behavioral disorders. By the time the author left the high
school and relocated to the Eastern Shore of Maryland, he had gathered significant experience in different areas of
inner city students’ hip-hop cultural displays in the classroom. After participating in an in-service course that dealt
on hip-hop issues surrounding black males and students’ from diverse cultures and learning, he embarked on
further research to identify the best ways to manage his special education classroom for higher student
achievement. This was where the practical application of hip-hop culture in the classroom emerged. It was
because his students always showed great admiration and enthusiasm for creative ideas, periodic musical stunts in
the classroom (which could be disruptive if not controlled) and lessons that involve hip-hop culture. In other
7. The use of music to teach life skills to students with emotional disabilities in the classroom
23
words, the onus lies on the teacher to be creative, flexible and cash on students’ readiness to discover new things
in the classroom and introduce meaningful teaching-learning process.
3.4 The teaching-learning task
The teaching process could be effective or ineffective for a teacher, just as like the learning process of the
student in the classroom could attract high or low achievement, depending on the learning styles of the student,
and instructional strategies of the teacher. Thus, the students’ learning styles may determine their success or failure
in the school. In the late 1960s, American psycho biologist Roger Sperry discovered that the human brain has two
very different ways of thinking. The left side of the brain is strongly verbal and processes information in an
analytical and sequential way. The right side of the brain is strongly visual and processes information in an
intuitive and simultaneous way (Auger, 2003).
According to Craig (2003), each of the teachers has his own peculiar way of taking in ideas, sights and
sounds, reprocessing the information received in a highly individualized fashion. Brain research seems to agree
that there are areas in the brain devoted to different tasks. The analytical and logical tasks appear to belong to a
part of the brain that is towards the left, the visual emotional tasks conducted in an area towards the right of the
brain, and varying tasks call on different parts of the brain.
(1) The left hemisphere of brain: Use analytical functions, details, and working with numbers (Dorfsman,
1997). Considered to be language dominant, sequentially ordered, logical, realistically focused and controlling the
right side of the body.
(2) The right hemisphere: Visually and spatially oriented, creative, intuitive, gestalt or holistic, divergent,
visual, controlling the left side of the body (Cooke, 1986; Webb, 1982; Williams, 1983; Wonder & Donovan,
1984).
3.5 The curriculum and instruction
The public school curriculum tend to reflect and appeal more to the traditional lecture and demonstration
approaches which complements left-brain curriculum—lesson plans, instructional strategies and assessments/
standardized testing, etc. for many children. Wesson and Holman’s (1994) study revealed that, African American
females showed a left-brain. Males develop right brain functions earlier than females (Cane & Cane, 1991). The
teacher’s task should be to encourage inner city students to be intuitive and imaginative, start their teaching
preferably with broad ideas and then pursue supporting information. Most of the students learn best by seeing and
doing in an informal, busy and somewhat unstructured environment, as well as group discussions simulations,
panels, and other activity-based learning (Lyons, Kysilka & Pawlas, 1999).
3.5.1 Challenged and task for classroom teachers
(1) Use communicative techniques with appropriate language learning activities;
(2) Encourage student interaction, motivate creativity and innovation of their innate talents;
(3) Introduce games for students, using colors and pictures, etc.;
(4) Use variety of teaching aids and instructional materials that reflect the hip-hip culture—videos, movies,
projectors, computers/Internet, posters, songs and poetry books, biographies of stars, newspapers, magazines,
radio news reports, demonstrations, etc.;
(5) Invite guest speakers to the classroom, introduce writing projects and journals that reflect news in the
environment and their cultures.
In addition, all the above teaching strategies need integration in the lessons for functional reading, writing,
life skills and promoting social skills in the classroom. Students are encouraged to conduct research in the library
8. The use of music to teach life skills to students with emotional disabilities in the classroom
24
and internet, read books and biographies (in the field of music, sports and general issues. Students write articles,
book reports and poetry, and make presentations in class on the areas of hip-hop artistes with transcribed musical
message and lyrics. The lyrics must contain meaningful messages worthy for class discussions and assignments
contrary to the original songs/information (see Appendix). Students get excited and ready to learn when issues
pertaining to their cultural interest are used as topics for discussions and assignments in the classroom—music,
videos and sports.
3.5.2 Classroom accommodation for students
(1) Encourage student intuition to guess meanings from context, without necessarily working out all the details;
(2) Use pictures and images to help students remember ideas and words;
(3) Use music, poetry, or art to help the student learn;
(4) Provide the needed materials and resources in class;
(5) Be creative with the hip-hop music/songs/lyrics of popular artistes (50Cent, Eminem, Kid Rock, Kenny
Chesney, Tupac) to teach lessons—life skills, language arts, history, social studies, social skills, job skills, etc.
Give extra time to complete class tasks. Taking into consideration of student diversity in American schools, the
classroom teachers should be flexible and incorporate other forms of music (other than hip-hop) in the life skills
lesson. For example, they can use country music stars, like Kenny Chesney (shift work song), Dolly Patton
(working 9-5, and the coat of many colors songs), reggae music from Bob Marley or Sean Paul. There are
European music, Salsa music, Chinese, Indian and Middle Eastern songs, Rock and Jazz music, including World
music like Afrobeat (Fela Kuti, Lagbaja, Femi Kuti) and Highlife music from Nigeria, Ghana, Sierra Leone, South
Africa; Soukous music, Kora and Mbalax music from Senegambia, etc. Some of the songs may need the presence
of guest speakers who would serve as translators of the vernacular from such countries, for better student
interaction and understanding during the lesson. This scenario creates opportunity for learning about other cultures
in the classroom.
3.5.3 Classroom benefits of this process
Students are excited and motivated to do class work—reading, writing, math, social studies, history, arts, etc;
this is because the teacher reached out to them in a special way. Their enthusiasm, readiness to learn and creative
skills begin to unfold. Other improvements and gains to the classroom include, improvement in self-esteem,
self-awareness on critical societal issues, development and acquisition of various skills—social, listening, writing,
reading fluency, communication and ability to interact positively with each other. The students would understand
their teacher’s teaching styles, participate in acceptable classroom behavior and show great respect to the teacher.
Moreover, there will be improvement on math computation abilities and skills of the students in dealing with
figures concerning artistes record sales and ringtones downloads. The students would be able to transfer or
generalize such knowledge to other settings or given assignments.
Limitations: There may be a rowdy, distractive classroom with disciplinary issues, especially where the
teacher has limited knowledge of the subject matter, instructional ability and musical skills.
4. Recommendations
Teachers and therapists should use entertainment materials and resources for varieties of instruction in the
classroom. Students with emotional disabilities require special supports that would soothe their feelings in the
classroom, as well as opportunities for self-expression. The use of hip-hop music in lessons is essential in this area.
9. The use of music to teach life skills to students with emotional disabilities in the classroom
25
With the exposition of children to cable TVs, radio broadcasts at school and home for hours daily; these audio and
visual images influence our students on a daily basis. It reflects on their lifestyles and attitudes; so teachers can as
well use them in the classrooms for instructional purposes and impart positive education.
Use music, fine arts, drama, and any feasible strategies during instruction to develop self-awareness,
responsibility and leadership skills among the students. It helps in the acquisition of self-determination skills.
Include hip-hop culture materials and resources/teaching strategies in public school curriculum. It is a good
method of promoting differentiated instruction in the schools.
Assign projects based on the works of famous entertainers—music, sports, film, drama and soap opera.
Parent-teacher collaboration: where parents share what they know about their sons’ needs, teachers share
their expectations, and together devise strategies to meet student needs. It is a unique technique to prepare and
implement person-centered planning and transition programs for students with disabilities into adulthood.
5. Conclusion
Can every child learn irrespective of the cultural traits? Research has demonstrated that at-risk students,
(including individuals with emotional disabilities) can achieve far higher levels in learning, argues Slavin,
Madden, Dolan, Wasik, Ross and Smith (1994). For example, research on early intervention and research on
one-to-one tutoring demonstrate the principle that virtually every child can learn, whether African, Asian,
American, or Pacific Islander. All the children or students need are creative and committed instructors to facilitate
effective teaching-learning process through the infusion of information and materials that would provide real life
experiences and knowledge to them. Teachers must think outside the box as they prepare lesson plans and embark
on the actual instructional delivery process.
In conclusion, Craig (2003) recalled that:
We all begin formal learning at school and the traditional school model suits the way some brains work but for
others, their way of thinking excludes them from the success they are capable of achieving. The visual learner, who favors
the right brain often encounters problems when faced with logical, analytical, sequential tasks or explanations. Einstein
did poorly at school and so did Richard Branson. These individuals, whose fine minds thought in pictures, found school
too difficult. The complexity of the future we all face requires that all our different learning styles need accommodation,
and the more we know about how we learn, the more likely we are to achieve success.
Therefore, we should incorporate different forms of music (not only hip-hop) where appropriate in our
instructional and therapy process in the classroom, especially for emotionally challenged individuals—be they
children or adults. Schools should encourage the use of appropriate music and videos in the classroom, just as the
medical professionals use music in their facilities during the treatment of certain patients because of its therapeutic
values. In the classroom, it can appeal to the learning styles of the exceptional students, ensure emotional stability
during lessons, and promote great achievement in different subject areas if encouraged.
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Brown, E. (2006). Empowering the African American male. South Carolina Council for American Studies Conference. Retrieved
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and Curriculum Development.
Clay, W. (2006). Rhyming to respect workshop. Mace’s Lane Middle School, Cambridge, Maryland.
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Cooke, J. K. (1986). Thinking with the whole brain: An integrative teaching/learning model (K-8). Washington, DC: National
Education Association.
Craig, H (2003). Brains and learning. Retrieved March 4, 2008, from http://www.arty4ever.com/right/brain.htm.
Dorfsman, Y. (1997). Hemisphericity of the brain and its consequences on education. Retrieved from http://web.cuug.ab.ca/
~dorfsmay/delirium /brain_hemis.html.
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(Edited by Nicole and Lily)