https://www.realclearinvestigations.com/authors/vince_bielski_realclearinvestigations/
Using the hip-hop musical “Hamilton” in class is an example of how American history can be taught in untraditional ways, New York’s schools chancellor suggests.
While New York City considers sweeping changes to selective schools to promote diversity, it’s already revamping the curriculum to cater to the interests of low-income students.
The city is embracing “culturally responsive-sustaining education,” an approach that’s growing in popularity with hopes that it will help close the achievement gap for black and Latino students. Advocates say the current curriculum can turn off these students who can’t, for example, identify with the content of classics like “Moby-Dick.”
The revised curriculum will put students’ culture at the center of it. In other words, give them assignments that draw on their history and experiences and they’ll be inspired to learn. While the approach may make intuitive sense, researchers point out that it hasn’t been rigorously studied to see if it improves outcomes for students.
Speaking at a middle school last year, Chancellor Richard Carranza said using the Broadway musical “Hamilton” in class is an example of how American history can be taught in untraditional ways, according to a media report. “Hamilton” tells the story of the Founding Father using hip-hop and rap.
“If students refuse to read Shakespeare, we say there is something wrong with them,” says Professor David Kirkland, who served on the mayor’s School Diversity Advisory Group. “But what if they will read other books, and in the process, learn to read? Let’s move with the student.”