There are three artifacts for this section, including a wide-ranging literature review surveying a significant issue or movement in the social sciences or education (Complete the Cipher - Applications of Hip Hop Based Education in Nova Scotia), an annotated bibliography on a broad conceptual topic field (Annotated Bibliography), and evidence of original/creative contribution to research in the field (original/creative contribution to research in the field). The first, a comprehensive literature review, and the second represent my first explorations of educational theory, from the sociological works of Mills and Dewey to the critical pedagogical works of Freire and Giroux, and a thorough assessment of the extant literature within the field of Hip Hop Based Education (HHBE). The third is a document intended to demonstrate my longstanding involvement as an artist/practitioner and academic within the Atlantic Canadian hip hop community. In addressing the question of original contributions to research this document makes reference to my Master’s thesis, which was the first academic study of hip hop culture in Halifax, and ongoing work with the Hopscotch hip hop festival and the East of East Archive, a revolutionary project attempting to document the entire creative output of a musical community over the span of three decades. All of these things profoundly influence my research interests in education and, together with the first two artifacts, provide a clear picture of where I am starting as I continue to shape the trajectory of my future work.
By framing the literature review and annotated bibliography in terms of addressing the achievement gap, my intention was to focus directly on issues related to the Nova Scotian Education system, particularly sections of Nova Scotia’s Action Plan for Education (Nova Scotia Department of Education, 2015) and the Provincial Literacy Strategy (Nova Scotia Department of Education, 2016B) that recommend pursuing culturally-relevant pedagogical practices to counteract achievement gaps. HHBE is deeply rooted in critical/culturally-relevant pedagogy and that creates an opportunity to examine HHBE as a model for practically addressing education issues in Nova Scotia. Methods coming from HHBE are innovative, and make equal use of pedagogical strategies and technology to provide education in a liberatory, learner-driven Freirean environment. I am learning how to use the tools of educational studies to expand the kind of work I have been doing for many years into something that helps to establish the viability of hip hop based studies in Atlantic Canadian universities, while continuing to provide interesting avenues for educational research.
Each artifact was written, designed, and/or produced entirely by Michael McGuire with the exception of embedded video content in presentations which are duly cited.
Ph.D Cohort on the last day of classes. (2017)
Students will be required to demonstrate a broad understanding of prominent social scientific and educational theoretical traditions and trends. Students will include artifacts that demonstrate their wide-ranging familiarity with theories related to educational studies. While specific artifacts will be determined in consultation with the Supervisory Committee, examples of items in this area might include:
(Click link to view artifact)
C Wide-ranging literature review surveying a significant issue or movement in the social sciences or education
E Annotated bibliography on a broad conceptual topic field/travel report
F Evidence of original/creative contribution to research in the field
See also: Master's Thesis