Interested in learning more about Hip-Hop and diving deeper into conversation about its history, present, and future? Hart House is grateful to be working with Marcus Singleton a.k.a. iomos marad as our inaugural Hart House Hip Hop Education Community Connector, who is available to meet with all U of T students, Staff, and Faculty to chat all things Hip-Hop!
These virtual drop-in chats are meant to be organic conversations to share, learn, and grow. Share your questions and curiosity about Hip-Hop, and learn about Marcus’ work as an artist, educator, and activist, including his doctoral research exploring Hip Hop as Critical Pedagogy. These are just some starting points. Other areas of conversation could be:
What are some of the misconceptions associated with Hip-Hop?
What is the deeper meaning and history of Hip-Hop?
What are you listening to?
Even if you have no clue about what Hip-Hop is, and have an interest in learning its origins, or sharing or listening to your favourite Hip-Hop joints, this is a space for you!
Use the REGISTER link to book.
Marcus Singleton a.k.a. iomos marad
Community Connector, Hip Hop Education
Marcus is originally from the Englewood Community in the South Side of Chicago. He is a conscious Hip-Hop artist/educator who is an advocate for Black students. He completed his Masters of Education in Social Justice Education and is currently a Ph.D student in the Social Justice Department at The Ontario Institute for Studies in Education at the University of Toronto, under the supervision of Dr. rosalind hampton.
His research focuses on Critical Hip-Hop Pedagogy and Critical Race reading practices within Black Studies. Using Critical Hip-Hop Pedagogy and Critical Race reading practices, the goal is to create counter-spaces of resistance with Black students who are willing to move collaboratively and transnationally to challenge and deconstruct institutions (schools & prisons) constructed by eurocentric-colonialistic ideas and methods of teaching.
His research interests include the mixed methodologies of:
- Black Emancipatory Action Research (BEAR);
- Critical Race Theory (CRT) reading practices;
- Youth Action Participatory Research (YPAR).
The goal again, is to create counter-spaces and platforms for critical-creative art based practices for Black students to reclaim their voice and their African/Caribbean/ Afro-Latino/ Indigenous ways of learning. Marcus contends that as Black students begin to take ownership and reclaim their voice and develop their own pedagogies and methodologies for learning, they will be able to counter colonial eurocentric institutions (schools & prisons) that continue to uphold anti-Black, oppressive teaching approaches as a weapon aimed against Black students versus using education and pedagogy as a liberatory practice for Black students.