current generation of youth is engrossed in hip-hop culture, tending to idolize the artist behind the songs. Since the 1970s, hip-hop has influenced American culture tremendously. In the past, hip-hop held a central focus around inequality, empowerment and overcoming hardships. Today, hip-hop talks more about sex, money, a male dominant social standing, and drugs. Hip-hop, from then to now, has drifted to the darker side of the social spectrum. The majority of today’s youth were subconsciously thrust
Japanese young people started hanging out at the Harajuku district. These trendsetting youth go there with their unexplainable fashion sense (Bartlett). The Harajuku fashion is just really so different because anything can be possible (Craft 26) and it is all about “creativity, theatricality, style, confidence, looking cute, and mixing and matching” (Knight). This was all made possible due to the fact that the youth still stayed at their parents’ home and their fathers provided them with the money they
the combination of rapped lyrics with tuneful tones/beats. It is also in relation to fashion, politics, and the Black Community. Today’s rap evolves around the hiphop culture of young, urban, working-class African-Americans, its roots in the African oral tradition, a voice of those who had no name in a community, and as its popularity has grown, so as its commercialization and appropriation by the music industry. One could argue that there are positives and negatives aspects that do and don’t support-the
like how jazz and blues were first highly controversial but undeniably very American musical styles, rap has become a definitive musical voice and creative outlet for a large group of people. In the last few decades, rap music in America has dramatically captured and changed the pop culture and media of youth. Much about rap is misunderstood because of lack of knowledge of the social context to some listeners and so it is often deemed obscene due to explicit language and content. Rap music has done
Articles Sociology of the Prison Classroom: Marginalized Identities and Sociological Imaginations behind Bars Teaching Sociology 39(2) 165–178 Ó American Sociological Association 2011 DOI: 10.1177/0092055X11400440 http://ts.sagepub.com Kylie L. Parrotta1 and Gretchen H. Thompson1 Abstract The authors use sociology of the college classroom to analyze their experiences as feminists teaching sociology courses in the ‘‘unconventional setting’’ of prison. Reflective writing was used to chronicle experiences