Guest Editors: Roderic R. Land, University of Utah and David O. Stovall, University of Illinois-Chicago

The main objective of this special issue is to critically assess Hip-Hop and its utility and applicability for practice among educators. The issue will include research that focuses on pedagogical and curricular issues, feminist and other epistemologies, hip-hop and praxis, equity, access, and social justice issues embedded in theory, research, and practice.

EEE Issue 42-1 will focus on the following subjects:

• Research syntheses: To what extent can Hip-Hop be used in social justice education?
• Empirical inquiries: case studies of social justice initiatives that employ Hip-Hop; case studies that include Hip-Hop that are grounded in a social justice framework. The unit of analysis may range from interactions with one or more students, to a classroom, to a school, and/or to an entire community.
• Policy inquiries: What are the implications surrounding teacher-student and student-student interactions, pedagogy and curriculum, school organization, community/school partnerships?
• Political Implications: To what extent does hip-hop influence/affect political education and participation/activism?