BDB Bertsolaritzaren datu-basea

This systematic literature review provides a critical examination of the role of Hip Hop and Hip Hop Pedagogy (HHP) in shaping the educational experiences of African American female students within secondary social studies classrooms (grades 6-12). Drawing from an extensive body of qualitative research spanning 1999 to 2024, this study applies the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework to identify, analyze, and synthesize scholarly insights on the subject. The findings underscore the pedagogical efficacy of HHP in cultivating student engagement, fostering critical consciousness, and affirming cultural identity. Additionally, this review highlights HHP’s potential as a transformative and emancipatory educational tool that empowers students to navigate and critique systemic inequities. The study also looks into institutional barriers to the integration of HHP, identifying gaps in educator training and resistance within traditional curricular structures. Ultimately, the review advocates for the strategic incorporation of HHP into secondary social studies instruction as a means of fostering culturally sustaining pedagogies and enhancing educational equity.