Amer F Ahmed
University of Vermont, Diversity, Equity, and Inclusion, Department Member
- Adult Higher Education, Intercultural Communication, Urban Education, Critical Theory/Pedagogy, Critical Literacies, Youth Culture, Hip Hop Culture, Curriculum & Development, Multiculturalism, Identity, Citizenship, and 21 moreIntercultural dialogue, Islam, Media, Communication, Sociology, Theology, Philosophy, Anthropology, African Diaspora, Latin America and the Caribbean, African American Cultures, African American and American Indian Relations, Race and Racism, Education, Blackness, Transnationalism, Adult and Higher Education, Intercultural Education, Equity and Social Justice in Higher Education, Social Justice in Education, and Social Justiceedit
- Amer F. Ahmed, EdD (he/him) serves as Vice Provost for Diversity, Equity, & Inclusion and Chief Diversity Officer at the University of Vermont and Faculty in its Higher Education and Student Affairs Administration program. As a nationall... moreAmer F. Ahmed, EdD (he/him) serves as Vice Provost for Diversity, Equity, & Inclusion and Chief Diversity Officer at the University of Vermont and Faculty in its Higher Education and Student Affairs Administration program. As a nationally-recognized practitioner and thought leader, Amer leverages diverse identities, experiences, and theoretical perspectives to advance inclusive excellence and build capacity within institutions and organizations. Dr. Ahmed is the Founder and CEO of AFA Diversity Consulting, LLC, a practice dedicated to enhancing the development of organizations through intercultural leadership, professional development, assessment, and strategic change. In addition, Amer is co-founder of Equip, a module-based blended learning DEI training program helping institutions build capacity on DEI and inclusive pedagogy.edit
- Dr. Patty Prelockedit
This chapter explores the significant connections and interplay between Islam, Black cultural expression and oral traditions, rap, and Hip Hop. Drawing on the literature, the work and words of historical figures and rap and Hip Hop... more
This chapter explores the significant connections and interplay between Islam, Black cultural expression and oral traditions, rap, and Hip Hop. Drawing on the literature, the work and words of historical figures and rap and Hip Hop artists and activists, and his own personal and professional narratives, Amer Ahmed highlights the infusion of Islamic ideology and knowledge into Hip Hop. Through the frames of public and hidden discourse, Ahmed illuminates how rap and Hip Hop inform and draw meaning from Black Americans’ resistance to oppression, as well as other global freedom movements. The chapter applies an intersectional lens to multiple levels of inquiry, and to the subjects of identity, intergroup dynamics, and systemic inequality. Ahmed concludes with recommendations for how Hip Hop can be used in critical, liberatory pedagogy and practice.
Research Interests:
Research Interests:
Contemporary scholarship has provided important research regarding the effectiveness and potential for Hip Hop pedagogy to facilitate liberation among Black American learners in formal learning settings (Hill, 2009; Naguera, 2008). In... more
Contemporary scholarship has provided important research regarding the effectiveness and potential for Hip Hop pedagogy to facilitate liberation among Black American learners in formal learning settings (Hill, 2009; Naguera, 2008). In contrast, there is little research on rap and Hip Hop as lifelong informal transformational learning as a mode of resistance to oppression and liberation. Additionally, although there is some scholarship that addresses the unique relationship between Islam in Black America and Hip Hop (Alim, 2006; Daulatzai, 2012; Perry, 2004), most of that scholarship lacks an educational lens. Furthermore, scholarship on Islam in Black America (Gomez, 2005; McCloud, 1994; Turner, 1997) tends not to focus on its role and relationship to Hip Hop, particularly with regards to education. Finally, despite growing scholarship on indigenous pedagogy as informal lifelong learning and the role of cultural aesthetics like oral tradition (Avoseh, 2011), Adult Education scholarship has not accounted for the recontextualization of such aesthetics in rap and Hip Hop culture. Due to this gap in existing scholarship, this study explores critical perspectives in Adult Education with consideration of African, Islamic, and indigenous pedagogy/andragogy in relationship to Black American Muslims engaged in Hip Hop culture. In drawing from critical pedagogy, consideration of the role of rap and Hip Hop regarding Friere’s (1970) notion of praxis are made with regards to rap serving as a source of dialogue and reflection resulting in transformative action to resist oppression and seek liberation. This qualitative study also examines the informal setting of the educational role of rap as a mode of resistance and liberation in the lives of Black American Muslims in Hip Hop. This study was produced through 10 in-depth interviews of Black American Muslims who significantly engage in Hip Hop culture as artists, educators, and/or activists. The results of this study reveal themes among respondents regarding the role of rap and Hip Hop culture as informal setting indigenous transformational learning that supports efforts to resist oppression and seek liberation.
Research Interests: Religion, History, Black Studies Or African American Studies, Education, Adult Education, and 15 moreEthnomusicology, History of Religion, Praxis, Race and Racism, African Diaspora Studies, Critical Race Theory, Liberation Theology, Race and Ethnicity, History of Slavery, Indigenous Knowledge, Islam, History of Race and Ethnicity, Africana Studies, Liberation movements, and Anthropology of Religion
Research Interests:
Contemporary scholarship has provided important research regarding the effectiveness and potential for Hip Hop pedagogy to facilitate liberation among Black American learners in formal learning settings (Hill, 2009; Naguera, 2008). In... more
Contemporary scholarship has provided important research regarding the effectiveness and potential for Hip Hop pedagogy to facilitate liberation among Black American learners in formal learning settings (Hill, 2009; Naguera, 2008). In contrast, there is little research on rap and Hip Hop as lifelong informal transformational learning as a mode of resistance to oppression and liberation. Additionally, although there is some scholarship that addresses the unique relationship between Islam in Black America and Hip Hop (Alim, 2006; Daulatzai, 2012; Perry, 2004), most of that scholarship lacks an educational lens. Furthermore, scholarship on Islam in Black America (Gomez, 2005; McCloud, 1994; Turner, 1997) tends not to focus on its role and relationship to Hip Hop, particularly with regards to education. Finally, despite growing scholarship on indigenous pedagogy as informal lifelong learning and the role of cultural aesthetics like oral tradition (Avoseh, 2011), Adult Education scholarship has not accounted for the recontextualization of such aesthetics in rap and Hip Hop culture.
Due to this gap in existing scholarship, this study explores critical perspectives in Adult Education with consideration of African, Islamic, and indigenous pedagogy/andragogy in relationship to Black American Muslims engaged in Hip Hop culture. In drawing from critical pedagogy, consideration of the role of rap and Hip Hop regarding Friere’s (1970) notion of praxis are made with regards to rap serving as a source of dialogue and reflection resulting in transformative action to resist oppression and seek liberation.
This qualitative study also examines the informal setting of the educational role of rap as a mode of resistance and liberation in the lives of Black American Muslims in Hip Hop. This study was produced through 10 in-depth interviews of Black American Muslims who significantly engage in Hip Hop culture as artists, educators, and/or activists. The results of this study reveal themes among respondents regarding the role of rap and Hip Hop culture as informal setting indigenous transformational learning that supports efforts to resist oppression and seek liberation.
Due to this gap in existing scholarship, this study explores critical perspectives in Adult Education with consideration of African, Islamic, and indigenous pedagogy/andragogy in relationship to Black American Muslims engaged in Hip Hop culture. In drawing from critical pedagogy, consideration of the role of rap and Hip Hop regarding Friere’s (1970) notion of praxis are made with regards to rap serving as a source of dialogue and reflection resulting in transformative action to resist oppression and seek liberation.
This qualitative study also examines the informal setting of the educational role of rap as a mode of resistance and liberation in the lives of Black American Muslims in Hip Hop. This study was produced through 10 in-depth interviews of Black American Muslims who significantly engage in Hip Hop culture as artists, educators, and/or activists. The results of this study reveal themes among respondents regarding the role of rap and Hip Hop culture as informal setting indigenous transformational learning that supports efforts to resist oppression and seek liberation.
