BOOKS
  • Brown R. N. (2009). Black girlhood celebration: Toward a hip-hop feminist pedagogy. Peter Lang. New York: Peter Lang Publishing. 
  • Emdin, C. (2010). Urban science education for the hip-hop generation. New York: Sense Publishers.
  • Hill, M. L. (2009). Beats, rhymes, and classroom life: Hip-hop pedagogy and the politics of identity. NY: Teachers College Press.
  • Kitwana, B. (2003). The hip-hop generation: Young Blacks and the crisis in African-American culture. New York: Basic Books.
  • Love, B. (2012). Hip hop’s li’l sistas speak: Negotiating identities and politics in the new south. New York: Peter Lang Publishing.
  • Richardson, E. (2006). Hip hop literacies: Routledge.
  • Runell, R., & Diaz, M. (2007). The Hip-Hop education guidebook Volume 1. New York:Hip Hop Association.
  • Sitomer, A.L. & Cirelli, M. (2004). Hip hop poetry and the classics. New York: Milk Mug Pub. 
ARTICLES
  • Akom, A. A. (2009). Critical hip hop pedagogy as a form of liberatory praxis. Equity & Excellence in Education, 42(1), 52-66. 
  • Alim, H. S., & Pennycook, A. (2007). Glocal linguistic flows: Hip-hop culture (s), identities, and the politics of language education. Journal of Language, Identity, and Education, 6(2), 89-100. 
  • Alridge, D. P. (2005). From civil rights to hip hop: Toward a nexus of ideas. The Journal of African American History, 90(3), 226-252. 
  • Christen, R. S. (2010). Graffiti as a public educator of urban teenagers. Handbook of public pedagogy, 233-243. 
  • Durham, A., Cooper, B. C, & Morris, S. M. (2013). The Stage Hip-Hop Feminism Built: A New Directions Essay. Signs, 38(3), 721-737. 
  • Emdin, C. (2010). Affiliation and alienation: hip‐hop, rap, and urban science education. Journal of Curriculum Studies, 42(1), 1-25. 
  • Emdin, C. (2011). Moving Beyond the Boat without a Paddle: Reality Pedagogy, Black Youth, and Urban Science Education. The Journal of Negro Education, 284-295. 
  • Emerson, R. A. (2002). “Where My Girls At?” Negotiating Black Womanhood in Music Videos. Gender & Society, 16(1), 115-135.
  • Ibrahim, A. M. (1999). Becoming black: Rap and hip‐hop, race, gender, identity, and the politics of ESL learning. TESOL quarterly, 33(3), 349-369. 
  • Irby, D.J., & Hall, H.B. (2011). Fresh Faces, New Places: Moving Beyond Teacher-Researcher Perspectives in Hip-Hop-Based Education Research. Urban Education, 46(2), 216-240. 
  • Mahiri, J. (2006). Digital DJ-ing: Rhythms of Learning in an Urban School. Language Arts, 84(1), 55-62. 
  • Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. Journal of Adolescent & Adult Literacy, 46(1), 72-77. 
  • Morrell, E., & Duncan-Andrade, J. M. R. (2002). Promoting academic literacy with urban youth through engaging hip-hop culture. English Journal, 88-92. 
  • Nat Turner, K. C. (2012). Multimodal Hip Hop Productions as Media Literacies. Paper presented at The Educational Forum.
  • Norton, N. (2008). Aligning hip-hop, curriculum, standards, and potential. Journal of Literacy and Technology, 9(1), 62-100. 
  • Petchauer, E. (2009). Framing and reviewing hip-hop educational research. Review of Educational Research, 79(2), 946-978. 
  • Pulido, I. (2009). “Music fit for us minorities”: Latinas/os' Use of Hip Hop as Pedagogy and Interpretive Framework to Negotiate and Challenge Racism. Equity & Excellence in Education, 42(1), 67-85. 
  • Richardson, E. (2007). She was workin like foreal': critical literacy and discourse practices of African American females in the age of hip hop. Discourse & Society, 18(6), 789-809. 
  • Rodriquez, J. (2006). Color-blind ideology and the cultural appropriation of hip-hop. Journal of Contemporary Ethnography, 35(6), 645-668. 
  • Stovall, D. (2006). We can Relate Hip-Hop Culture, Critical Pedagogy, and the Secondary Classroom. Urban Education, 41(6), 585-602. 
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