Skip Navigation, Jump to Content

marc lamont hill

Marc Lamont Hill
Educational Leadership and Policy Studies

Ritter Hall 266
1301 Cecil B. Moore Ave.
Ritter Hall, College of Education
Philadelphia, PA 19122

phone/fax: (215) 204-1730 / (215) 204-2743
marchill@temple.edu

Education

2005 Ph.D. University of Pennsylvania
2000 B.S.Ed. Temple University

Areas of Professional Interest

  • Anthropology of Education
  • Youth Cultural Studies
  • Neo-Liberalism
  • Globalization
  • Hip-Hop Studies
  • African American Literacies
  • Public and Counter-Public Pedagogy
  • Ethnographic Theory
  • Queer Theory

My work focuses on the intersections between globalization, popular culture, public/counter-public pedagogy, and youth identities. I am interested in locating various sites of possibility for identity work, resistance, and knowledge production within and outside of formal schooling contexts. Particular areas of inquiry include hip-hop culture, street fiction, and African American bookstores. My other research examines the responses of urban youth to the conditions of neo-liberalism, particularly privatization, zero-tolerance policies, ghetto surveillance, and domestic militarization.

 

Recent Scholarship

Books

Hill, M.L. (in press). Beats, Rhymes, and Classroom Life: Hip-Hop, Pedagogy, and the Politics of Identity. Teachers College/Columbia University Press.

Hill, M.L. & Vasudevan, L. (eds.) (2008). Media, Learning, and Sites of Possibility. New York: Peter Lang.

Hill, M.L. (Ed.) (forthcoming). The Anthropology of Education Reader.

Selected Articles/Chapters

Hill, M.L. (in press).  Wounded healers: Forming a community through storytelling in Hip-Hop Lit. Teachers College Record.

Hill, M.L. (in press). (Homo) thuggin’ It: Hip-hop, outing, and the pedagogy of queerness. Review of Education, Pedagogy, and Cultural Studies.

Hill, M.L. (in press). Critical pedagogy comes at halftime: Nas as Black public intellectual. In M.E. Dyson & S. Daulatzai (Eds.), Born to use mics: Reading Nas’ Illmatic. New York: Basic Civitas.

Leonard, J. & Hill, M.L. (2008). Using culturally relevant texts to facilitate classroom science discourse. Journal of Black Studies, 39(1), 22-42.

Hill, M.L., Perez, B., & D. Irby (2008). Street fiction: What is it and what does it mean for English teachers?. English Journal, 97(3), 76-81.

Hill, M.L. (2008).  The future of intercultural competence in an era of globalization. In M. Moodian (ed.), Contemporary leadership & intercultural competence: Exploring the cross-cultural dynamics within organizations. Thousand Oaks, CA: Sage Publications.

Vasudevan, L. & Hill, M.L. (2008). Moving beyond dichotomies of media engagement in education. In M.L. Hill & L. Vasudevan (Eds.), Media, Learning, and Sites of Possibility (pp. 1-12). New York: Peter Lang Publishing.

Hill, M.L. (2008). Toward a pedagogy of the popular: Bourdieu, hip-hop, and out-of-school literacies. In A. Luke & J. Albright (Eds.), Bourdieu and Literacy Education (pp. 136-161). New York: Routledge.

Hill, M.L. (2006). Representin(g): Negotiating multiple roles and identities in the field and behind the desk. Qualitative Inquiry, 12(5), 926-949.

Hill, M.L. (2006). Who's representin' for us?: Post-9/11 reflections from Hip-Hop Lit. English Journal. 96(5), 25-29.

 

 

Website

http://www.MarcLamontHill.com