In my Critical Pedagogy class, we read Davids Stovalls WE CAN RELATE Hip-Hop Culture, Critical Pedagogy, and the Secondary Classroom. In this article, he talks about how hip-hop can be used in a classroom to create a more inclusive curriculum for each student. For this assignment, we were asked to pick a song and explain how it can be used in a culturally conscious classroom. For my song, I went with U.N.I.T.Y by Queen Latifah. U.N.I.T.Y by Queen Latifah is an excellent example of a song in that Stovall exemplifies his tenet of challenging the status quo. Challenging the status quo by explaining that just because a male has been said by society to have control does not mean they have the freedom to call a female-presenting person anything. For example, here, in the lyrics, Queen Latifah states:
“Trying to make a sister feel low
You know all of that gots to go
Now everybody knows there’s exceptions to this rule
Now don’t be getting mad, when we playing, it’s cool
But don’t you be calling out my name
I bring wrath to those who disrespect me like a dame” (Queen Latifah).
Not only telling men that this name-calling will not be tolerated but also, I think, is a dig at society, saying I will fight back if you disrespect and demoralize me. As in the chorus, she states;
“Uh, U.N.I.T.Y., U.N.I.T.Y. that’s a unity
U.N.I.T.Y., love a black man from infinity to infinity
(Who you calling a b***h?)
U.N.I.T.Y., U.N.I.T.Y. that’s a unity (You gotta let him know)
(You go, come on here we go)
U.N.I.T.Y., Love a black woman from (You got to let him know)
infinity to infinity (You ain’t a b***h or a ho)” (Queen Latifah).
The chorus attempts to unite all people through catchy lyrics. With Queen Latifah’s decision to make the lyrics catchy, I find myself chanting U.N.I.T.Y. (Queen Latifah).
If this were used in an academic setting, the chorus catchiness would catch on quickly with students. In a hypothetical world of me leading a classroom using this song, I would ask students what Unity means and where they believe it is crucial. This would also implement one of Stovall’s tenets “(b)” (Stovall 588) that says, “Students are apprenticed in a learning community rather than taught in an isolated and unrelated way” (Stovall 588). Using this song to teach students the importance of community and having them share what makes a community to them makes it more of a discussion. Many of the readings in our critical pedagogy class have touched on the emphasis on society and the creation of unity in the class. For example, Shor’s article says, “…from such an integrated curriculum, Deweyan education seeks the construction of a reflective democratic citizen” (Shor 10). Which, to me, is highlighting again the importance of engaging while thinking reflectively about the society you are a part of. So just like in the classroom, engaging in conversations but having your own opinions and reflecting on them so one can improve.