東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

They Dance Cause It's Fun: Black Gir...

Price, LaTasha Hutcherson,

Linked to FindBook

Google Book

Amazon

博客來

They Dance Cause It's Fun: Black Girls' Hip Hop Dance Literacy and the Politics of Respectability /

Record Type:	Electronic resources : Monograph/item
Title/Author:	They Dance Cause It's Fun: Black Girls' Hip Hop Dance Literacy and the Politics of Respectability // LaTasha Hutcherson Price.
Author:	Price, LaTasha Hutcherson,
Description:	1 electronic resource (219 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Pedagogy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29063381
ISBN:	9798834005162

They Dance Cause It's Fun: Black Girls' Hip Hop Dance Literacy and the Politics of Respectability /
Price, LaTasha Hutcherson,

They Dance Cause It's Fun: Black Girls' Hip Hop Dance Literacy and the Politics of Respectability /LaTasha Hutcherson Price. - 1 electronic resource (219 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Black girls are being penalized in school and society, largely for subjective reasons. Harsh, unrestrained, and microagressive subjectivities towards Black girls are linked to the view that Black girls are viewed as more adult-like than their peers (Epstein, Blake, & Gonzalez, 2017). In schools, the trend of adultification persists in resulting in harsher penalties and punishments of Black girls without consideration for their modes of literacy (Cooper, 2019; Pough, 2004; Morris 2016; 2019). Feminine hip hop dance (a range of hip dance exclusive of breakdancing) is one of those modes of literacy that is policed and scrutinized largely due to the politics of respectability. Under a hip hop feminist framework, this multiple case study examines encounters with the politics of respectability due to hip hop dance in the lives of three Black girls in grades 3, 7, and 11. Hip hop feminism seeks to understand how Black women and girls operate within a hip hop culture, or more simply put, live their hip hop lives. To gain this understanding, it is imperative that the experiences and perspectives of the hip hop participants are centered, instead of the perspectives and assumptions of passive observers. Multiple case studies demand a contextual inquiry of the phenomenon being researched (Yin, 2014). Therefore, inquiry into how this dance form existed as sociocultural literacy served as a secondary research goal. The primary reasons the girls gave for dancing is because it is fun. This affirmation of childhood joy is in sharp contrast to the assumptions of sexualization attributed by observers of Black girls dancing. Case study participants danced in such frequency and abundance that demarcations of when the dances stopped and started overlapped and proved to be permeable. Implications for this study include acceptance and therefore pedagogical strategizing of feminine hip hop dance as literacy in the classroom, a restructured orientation of how dancing by school-aged Black girls is perceived, and expanded research into the social, literacy, and digital aspects of feminine hip hop dance.

English

ISBN: 9798834005162Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Adultification

They Dance Cause It's Fun: Black Girls' Hip Hop Dance Literacy and the Politics of Respectability /
LDR:03585nmm a22004453i 4500 001 2434003
005 20250905091324.5
006 m o d
007 cr|nu||||||||
008 261011s2022 miu||||||m |||||||eng d
020 $a 9798834005162
035 $a (MiAaPQD)AAI29063381
035 $a AAI29063381
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Price, LaTasha Hutcherson, $e author. $3 3823834
245 1 0 $a They Dance Cause It's Fun: Black Girls' Hip Hop Dance Literacy and the Politics of Respectability / $c LaTasha Hutcherson Price.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 1 electronic resource (219 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisors: Alvermann, Donna E. Committee members: Love, Bettina; Hall, Jori.
502 $b Ph.D. $c University of Georgia $d 2022.
520 $a Black girls are being penalized in school and society, largely for subjective reasons. Harsh, unrestrained, and microagressive subjectivities towards Black girls are linked to the view that Black girls are viewed as more adult-like than their peers (Epstein, Blake, & Gonzalez, 2017). In schools, the trend of adultification persists in resulting in harsher penalties and punishments of Black girls without consideration for their modes of literacy (Cooper, 2019; Pough, 2004; Morris 2016; 2019). Feminine hip hop dance (a range of hip dance exclusive of breakdancing) is one of those modes of literacy that is policed and scrutinized largely due to the politics of respectability. Under a hip hop feminist framework, this multiple case study examines encounters with the politics of respectability due to hip hop dance in the lives of three Black girls in grades 3, 7, and 11. Hip hop feminism seeks to understand how Black women and girls operate within a hip hop culture, or more simply put, live their hip hop lives. To gain this understanding, it is imperative that the experiences and perspectives of the hip hop participants are centered, instead of the perspectives and assumptions of passive observers. Multiple case studies demand a contextual inquiry of the phenomenon being researched (Yin, 2014). Therefore, inquiry into how this dance form existed as sociocultural literacy served as a secondary research goal. The primary reasons the girls gave for dancing is because it is fun. This affirmation of childhood joy is in sharp contrast to the assumptions of sexualization attributed by observers of Black girls dancing. Case study participants danced in such frequency and abundance that demarcations of when the dances stopped and started overlapped and proved to be permeable. Implications for this study include acceptance and therefore pedagogical strategizing of feminine hip hop dance as literacy in the classroom, a restructured orientation of how dancing by school-aged Black girls is perceived, and expanded research into the social, literacy, and digital aspects of feminine hip hop dance.
546 $a English
590 $a School code: 0077
650 4 $a Pedagogy. $3 2122828
650 4 $a Education. $3 516579
650 4 $a Art education. $3 547650
653 $a Adultification
653 $a Black girlhood
653 $a Dance
653 $a Hip hop
653 $a Multimodality
653 $a Socio-cultural literacy
690 $a 0456
690 $a 0515
690 $a 0273
710 2 $a University of Georgia. $b Language and Literacy Education - PHD. $e degree granting institution. $3 3823835
720 1 $a Alvermann, Donna E. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 83-12A.
790 $a 0077
791 $a Ph.D.
792 $a 2022
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29063381