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Reflections on Canonizing the Real: Recentering Youth Experiences in the Hip Hop (W)righting Workshop
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DOI：10.1080/10665684.2025.2531348.png)
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Abstract
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This article draws from autoethnographic research conducted during the “dual pandemic” in the Hip Hop (W)righting Workshop—a Hip Hop literacy mini-course in an urban middle school in the Mid Atlantic United States. The author, a Black male English educator, builds upon Marc Lamont Hill’s (2009) concept of “canonizing the real” to engage in critical self-reflection on the ways his interests, experiences, and generational orientations jeopardized the Hip Hop (W)righting Workshop’s (The Shop’s) relevance and responsiveness to the social-emotional needs of Black youth. Findings highlight Hip Hop (W)righting pedagogies related to reconceptualizing the self as a “righting teacher first, writing teacher second;” building “otherbrother” teacher-student relationships; and reframing the curriculum from a history class on Hip Hop to a “lived” class on drill rap. This study is salient to pre- and in-service secondary ELA teachers and English educators who remain committed to the goals of culturally relevant teaching and learning amidst the era of “anti-wokeness.”
Keywords:
education
censorship
youth culture
hip-hop
classroom policy
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