Abstract
Recontextualized: A Framework for Teaching English with Music shares numerous reasons to support the use of music in the English classroom. Using music from popular culture values students’ life experiences and lends itself to in-depth discussions of the socio-political context sometimes hidden within texts. This chapter provides insight on how hip-hop music was created as a resistant and defiant expression of thought, and presents critical views of mainstream opinions.
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Lavoulle, C. (2016). Critical Analysis of Hip-Hop Music as Texts. In: Johnson, L.L., Goering, C.Z. (eds) Recontextualized. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-606-4_3
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DOI: https://doi.org/10.1007/978-94-6300-606-4_3
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