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Hustlin' Consciousness Lecture

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by

Decoteau Irby

on 5 February 2015

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Transcript of Hustlin' Consciousness Lecture

Comprehensive Literacy
Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies - from reading online newspapers to participating in virtual classrooms - are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories and groups (National Council of Teachers of English, February 2008).
Comprehensive literacy is the ability to use reading, writing, speaking, listening, viewing and technological skills and strategies to access and communicate information effectively inside and outside of the classroom and across content areas. (Literacy for the 21st Century, Tompkins, 2010; State Superintendent’s Adolescent Literacy Plan, Wisconsin Department of Public Instruction, 2008; What Content Area Teachers Should Know About Adolescent Literacy, National Institute for Literacy, 2007)
Black and Latino males' literary engagement and out-of-school literacy development occurs disproportionately within hip-hop contexts (often out of your view):
• Your students are reading.
• Your students are writing.
• Your students possess the cultural sub-capital and disposition for creative use of the English language.

This is especially true for Black males who use African American vernacular.
School-aged Black males are not:
Reading at desirable levels,
Developing standard English and writing skills
Reading or embracing content that helps them move beyond hip-hop contexts, or
Using their literacy practices to develop skills that translate and apply what they know to other learning contexts.
Reading What?
Writing What?
Engaging the "(Dis)engaged":
Using hip-hop as a text to promote literacy development.
Hip-Hop-based Education prioritizes the deep structure of culture
Embraces a 'Hustle' Aesthetic
Connected to communities of practice
Uniquely African and urban
Performative
Breaking down the steps to integrating Hip-Hop

Step 1: Introduce the text and provide explanation of relevance (history, relationships, hope, storytelling, etc.). Hint: Use texts that students are not familiar with

Step 2: Take a second and ask students to look over the lyrics and identify any "scary" words (in silence)

Step 3: Ask students to read aloud as a group (what, if anything is interesting about the text)

Step 4: Play music and read along

Step 5: Discuss - always solicit affective response first and then transition into understanding
Hip-hop-based literacy development SHOULD be critical literacy development
surface structure --> knowing and understanding
deep structure --> feeling, knowing, and understanding
Engage texts that your students feel.
Use instructional strategies to help them connect hip-hop-based sensibilities to school-based literacy.
Tapping into the deep structure of culture opens the window for literacy development opens.
Create a space for hip-hop.

Questions / Discussion
Thank you
Decoteau J. Irby
irbyd@uwm.edu
414-229-4580
Hip-hop relies on personification.
Hip-hop tells stories.
Hip-hop 'heads' understand metaphors and similes. Hyperbole is as critical hip-hop literary device. Symbolism is important. Tone is important.
Irony is important. Onomatopoeia is as hip-hop as gold chains, microphones and rims!

TEXT RENDERING EXERCISE
Kick Push by Lupe Fiasco
Full transcript