Charlie Thomson

For over 50 years, hip-hop culture has been a worldwide phenomenon. Extending the significance of hip-hop as an aesthetic form, hip-hop pedagogies have emerged as accepted approaches in mainstream schools, particularly in settings with marginalised and disengaged students. While there are numerous international examples of hip-hop pedagogy in educational contexts, the effectiveness of hip-hop pedagogy within the Australian education system has not been explored extensively. Additionally, hip-hop’s current influence on young people internationally and specifically in Australian society is difficult to ignore. Much of the current research on hip-hop pedagogy does not highlight how this approach can enable and extend the personal development and professional practice of educators. This presentation will explore the enactment of hip-hop pedagogy by examining the practices of educators in their professional practice. Specifically, attention will be given to the nurturance of collaborative approaches and focus on the collective practice of an affinity group, which involves individuals relating together in a collaborative space based on their shared interests, aspirations and approaches. The research which informs this workshop, is based on data from a group of educators, youth workers and artists, convened as an affinity group, which highlight how hip-hop pedagogies can be applied in diverse educational contexts in Queensland.