{"id":355,"date":"2023-05-03T09:53:16","date_gmt":"2023-05-03T13:53:16","guid":{"rendered":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/?page_id=355"},"modified":"2023-05-03T09:53:16","modified_gmt":"2023-05-03T13:53:16","slug":"wavin-flag-by-knaan","status":"publish","type":"page","link":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/educ323-infusion-of-music-hip-hop-blurbs\/wavin-flag-by-knaan\/","title":{"rendered":"Wavin Flag by K\u2019NAAN"},"content":{"rendered":"
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The song I chose is Wavin Flag and it is written by Somalian-Canadian artist K\u2019NAAN. I\u00a0would use this song for a class for sixth graders and I wish not only to encourage students to share their own experiences about fitting in but also to learn the knowledge on school zoning and residential zoning. I would use the district they are in as an example and guide them to examine how these zoning affected educational opportunities and long-term effects on students and families of different races.<\/p>\n

The reason I chose sixth graders is that a lot of middle schools would have varsity or junior varsity teams by then and sixth graders can do levels of research on their own. At the beginning of my class, I would start playing the song and videos of the 2010 FIFA World Cup during break time and at the beginning of the class to attract students\u2019 attention. Then I would distribute the lyrics printed on paper and guide the students to follow the lyrics as I play the song again. The lyrics are easy to comprehend and remember. The song became extremely popular throughout the world after it had been selected by Coca-Cola as its promotional anthem for the 2010 FIFA World Cup hosted in South Africa.<\/p>\n

Originally the song was written for Somalia and aspiring its\u2019 people for freedom. It is a very catchy yet powerful song. Some of the lyrics of the Coca-Cola version were changed but the main theme and reoccurring lyrics remain the same. It is \u201cwhen I get older, I will be stronger, they will call me freedom, just like a waving flag.\u201d During an interview, K\u2019Naan said these lyrics were words his grandfather had given him and it had helped him get through a lot of dark times. As an English learning speaker, he had suffered from war, identity loss, and lack of sense of belonging in a new country. It is exactly these words that helped him through and he wished to spread them through music and empower more people of his race and around the world to believe in themselves.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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I would highlight these specific lyrics and share my own experience as an English learner and a Canadian-born Chinese studying abroad in the United States. I would share my personal story as the conversation opener and what issues I struggled with. I believe through sharing the background personal story of the artist and my own, I would inspire more students to share their narrative of their experiences and how they resonate with K\u2019Naan\u2019s story. It is important for my students to feel the classroom is a safe space and that they can become intellectual leaders in the classroom not only in an academic way. (Jones, 2022) With some students willing to speak up in the class, I wish to give them ample applauses and positive reinforcements, emphasizing how much I appreciate each one of them sharing their own stories and offering new perspectives into the study space. I would conclude and quote some of the sentences students have said or the themes underneath the stories, and use that as a new opening topic to encourage other students to share as well.<\/p>\n

As Stovall\u2019s article also highlighted \u201ceffective teaching involves in-depth knowledge of both the students and subject matter\u201d I wish to guide them into learning the history of the district they are in and specifically I wish to introduce the concept of school zoning and residential zoning and how it affects educational opportunity and more long-term effects on students and families of different races. Using the district they are in would increase their interest in the topic and have the students further understand how policies could have such a big impact on their day-to-day lives. I would encourage them to work on research projects on what are some ways for students and families of color to jump outside of the relatively negative impacts of these policies without moving to a new district. I would also have students working in groups to hypothesize what are some ways to increase the awareness of these policies\u2019 impact and what actions may be done with the help of the district government. (Stovall, 2006.)<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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In conclusion, I wish to start the class with the song Wavin Flag and introduce the topic of fighting a lack of sense of belonging and identity loss in a foreign culture. Then guide the students into building their sociopolitical awareness into district\/governmental policies that seem far away from their lives but are the opposite. I wish to encourage their critical thinking abilities and brainstorm on how individuals can make positive impacts on their communities or their situations.<\/p>\n

Citations
\n1. David, Stovall (2006) \u201cWE CAN RELATE Hip-Hop Culture, Critical Pedagogy, and the\u00a0Secondary Classroom\u201d University of Inllinois at Chicago.<\/p>\n

2. Jones Stanbrough, Raven (2022) “Book Review Cultivating Genius: An Equity Framework For Culturally And Historically Responsive Literacy,” Michigan Reading<\/p>\n<\/div>\n

Contributor: Jessica Jiapei Zhu<\/p>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

The song I chose is Wavin Flag and it is written by Somalian-Canadian artist K\u2019NAAN. I\u00a0would use this song for a class for sixth graders and I wish not only to encourage students to share their own experiences about fitting in but also to learn the knowledge on school zoning and residential zoning. I would […]<\/p>\n","protected":false},"author":2979,"featured_media":0,"parent":96,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/pages\/355"}],"collection":[{"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/users\/2979"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/comments?post=355"}],"version-history":[{"count":1,"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/pages\/355\/revisions"}],"predecessor-version":[{"id":356,"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/pages\/355\/revisions\/356"}],"up":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/pages\/96"}],"wp:attachment":[{"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/media?parent=355"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}