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Call For Papers for 2013 Hiphop Literacies Conference: Pedagogies for Social Change
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2/15/2013 to 2/16/2013
When: 2/15/2013
Where: The Ohio State University
Columbus, Ohio 
United States
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The 2013 Hiphop Literacies conference features keynotes, performances and workshops by leading scholars, educators, and artists and focuses on pedagogies for social change in its attempt to target innovative, critical and activist work that uses Hiphop and popular culture including a wide range of media across geographic and virtual space, diverse populations, and methods for stimulating freedom movement.  We are especially interested in student-centered curriculum, integrating media, arts, community-based projects, progressive learning and teaching that are participatory, inquiry-based and interdisciplinary addressing social issues such as impoverishment, mass incarceration, community re-entry, sexism, human rights, language diversity, literacy, education, and social inequality.  Our goal is to continue to locate and instigate unified critical movement on behalf of critical scholars, researchers, students, teachers, artists, community members and policy makers.   To set you flowing, ponder ideas such as these: …I’d like to push back a bit for us to think literacy outside of a logocentric context… What is the visual literacy that is being produced in the context of this music? What is the sound literacy?  The difference between lyrics and sound?  …. The genius of what (American) Hiphop has done over the last ten or fifteen years is what Hiphop has done sonically….  [For example], you’re drawn to Southern Hiphop because what it does sonically and what that sonic stuff does in terms of bodies and what that sonic body piece does in terms of community…. Southern Hiphop is about community…. How do you reconstitute community; often at a strip club, but it is a reconstitution of community…. (Mark Anthony Neal, Keynote Speech, May 9, 2012, The Ohio State University) Our definition of Hip-Hop feminist pedagogy rests on a way of asking questions about and speaking to the discrepancies and the contradictions that exist in the material lives of young people. Hip-Hop feminism seeks to examine the multiple, contested, and complex ways women of color—particularly black women and girls—negotiate decision making, employ rhetoric of self-esteem, and oppose punitive social policies in the contexts of their everyday lives (Brown, 2008)...  Our use of Hip-Hop feminist pedagogy is more about hearing us and seeing us simultaneously; seeing us as human beings ever complex and listening to the embodied knowledge from which we make ourselves known, the two things that rarely happen in traditional conversations and discourse on Hip-Hop, feminism, and education. (Ruth Nicole Brown & Chamara Jewel Kwakye, forthcoming Wish To Live: The Hip-Hop Feminist Pedagogy Reader) …[F]ocus on teaching students who are a part of hip-hop should be on the communal bonds they have to each other and not the "individual competition” based traditional approaches to science and science teaching.  The science teacher must become part of, or at least have a fundamental understanding of, processes that are staples of the lives of participants in hip-hop…. The ideal scenario is that a teacher studies hip-hop culture, engages in conversations with students to validate whether this hip-hop knowledge is accurate, and then concurrently begins conversations with students about science.  In these situations, exchanges between student and teacher become so seamless that transactions occur readily. …. (Christopher Emdin, Urban Science Education for the Hip-Hop Generation, 2010: 76-77) Critical scholars, radical educators and committed activists must continue to confront the barbarism of our present moment marked by escalated social inequalities, heightened xenophobia, and patriarchal exploitation. …[W]e must also account for innovative formations of hope and possibility.  Of particular interest…is the recognition that diverse global identities are utilizing new forms of cultural production articulated through hip-hop to confront a myriad of social oppressions set in motion by global capitalism. [Brad Porfilio & Michael Viola, 2012, p. 4-5, Hip-Hop(e): The Cultural Practice and Critical Pedagogy of International Hip-Hop(e)] The main question this conference explores is:        What are the pedagogies that arise from this culture and this music that are being harnessed        for economic empowerment, education and progressive social change? Abstracts of 300 words for 20-minute paper presentations, 45-minute round table discussion on targeted issues or topics are welcome as well as other formats (i.e., ethnodrama, performance, poetry, autoethnography, and fiction).  We are also seeking regional and local talent to perform on the bill with a national artist (TBA) on the final night of the conference.   Please include your name, (institutional affiliation) contact information, including email address, and phone number. Send abstracts for papers, round tables and other formats to Hiphopliteracies@gmail.com by October 30, 2012. Local/regional performers should send link to one live performance video and bio to Hiphopliteracies@gmail.com by December 1, 2012 (put "performer” in subject line)


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