Learn about “Lesbian Cuban Hip Hop Artists” and “Afghan Feminist” rappers at Florida International University
The African & African Diaspora Research Program at Florida International University offers courses on “racial, gender, and sexuality” with an emphasis on topics called “guerilla pedagogy,” “hip-hop and sex education,” and “black ratchet imagination.”
According to the course description, students will study “Lesbian Cuban hip-hop artists…Afghan feminist rappers…Afghanistan immigrant hip-hop artists…and transglobal hip-hop umma (Muslim community).”
This course, offered regularly this spring semester, is taught by Professor Abby Gondeck, who holds an advanced degree in socio-cultural studies and women’s studies. The course also meets global general education requirements for learning at FIU, where students study the “process of collaborating to analyze and address complex issues that take action that promote personal and collective well-being across boundaries.”
The weekly topics listed throughout the course include “feminism,” “Nicki Minaj, Missy Elliott & Cruda: The Queering of Mike,” and “whiteness, Jews, and masculinity.” The course includes “critical analysis of measurements from the course through the lens of race, gender and sexuality.” “They are expected to teach this ‘hip-hop pedagogy’ to their friends/family. ”
One of the main challenges of a 20% equivalent course in grades requires students to create “hip hop lyrics, tracks and videos inspired by the course theme.”
University revision I contacted Gondek twice by email to request clarification of some of the terms used in her syllabus and to request the academic value of the course’s comments, but no response was received.
Correction They also called and emailed the FIU through the Africa & African Diaspora Research Program and History Department to try to receive contact details for the course or Gondek. Taxpayer-funded universities have not responded to requests for comment in the past few months. Correction We also contacted the school to ask about the perspectives regarding the academic or career benefits of the course, but were not responded.
Gondek is working on strict language policies in his syllabus, which warns students of using or repetitive racist, sexist, homophobic and other offensive comments. The syllabus provides details on how to refer to these slander in student work.
Students should “expert knowledge of interrelated local, global, international and intercultural issues, trends and systems that influence and shape hip-hop culture,” the syllabus reads.
However, higher education experts criticized the course’s content and voice policy.
“Higher education should remain a forum for robust discussion and diverse ideas. It does not encourage self-censorship or ideological conformity,” said Madison Doan, an education expert at the Heritage Foundation. Correction By email.
https://www.youtube.com/watch?v=1qlepm6vhg
When asked about the potential academic values of the course, Doan proposed that “while it is reasonable for universities to offer courses that touch on the cultural and social aspects of hip-hop as an art form, the application of concepts such as intersectionality and guerrilla pedagogy raises important questions about academic balance and intellectual diversity.”
“It is equally important to ensure that academic research remains based on objective analysis and open discussion, rather than prioritizing ideological activities that may limit students’ ability to form independent, evidence-based conclusions,” Doan said. She is also the co-author of a new book on the Ivy League curriculum.
The syllabus also states that students are “consistently asked to question their assumptions, privileges and prejudices.” Correction We asked Doan what the outcome of this approach looked like.
“Encouraging students to engage in self-reflection and examine their beliefs can be a constructive academic movement when approached with balance and true openness,” Doan said. “However, it is problematic to estimate that every student has an inherent bias based on outward characteristics such as race, gender, background and frames personal identity as the primary lens where they must look at knowledge.”
“Parents, students, taxpayers and university leaders are responsible for asking whether such courses will contribute meaningfully to students’ intellectual growth, civic engagement and workforce preparation,” she said. “Does the courses promote new knowledge and promote analytical thinking, or a narrow ideological perspective that blocks independent reasoning?”
She sought a “clear and thoughtful assessment” of whether such courses were making good use of taxpayer dollars. The class said it should “prioritize open enquiries, individual benefits and skills applicable to student personal and professional development.”
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Image caption and credit: Rap performance at the University of Michigan. University of Michigan Diversity, Equity, Inclusion/Instagram Office
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