bronwen [dot] low [at] mcgill [dot] ca (Email)
(514) 398-4527 Ext. 09613
Room 339, Education Building
Areas of interest
- Cultural studies
- Curriculum theory
- Arts integration
- Hip-hop studies
- Language and literacy studies
- Informal education
- Participatory media cultures
- Youth cultures
Description of research/teaching activities
Bronwen Low explores the implications and challenges of popular youth culture for curriculum theory, literacy studies, and pedagogy. This includes examining spoken word culture (including rap music and slam poetry) for insight into the evolution of youth language and literacy practices as well as identities. Current research includes community-media projects and pedagogies, translanguaging and the multilingual Montreal hip-hop scene, and the pedagogical implications of the lifestories of Montrealers who have survived genocide and other human rights violations. In relation to the latter, she is developing curriculum for use in Quebec schools.
Low, B. (2011). Slam school: Learning through conflict in the hip-hop and spoken word classroom. Stanford University Press.
Refereed Journal Articles
Low, B., and Golden, Reenah. (Forthcoming). Slamming School. In Julie Hall (Ed.) Underprivileged School Children and the Assault on Dignity: Policy Challenges and Resistance. New York: Routledge.
Brushwood-Rose, C. and Low, B. (in-press). Visual narrative and the craftedness of texts: Interpretation and research in community-based media production. Visual Studies.
Low, B. and Sonntag, E. (2013). Towards a pedagogy of listening: Teaching and learning from life stories of human rights violations. Journal of Curriculum Studies 45(6), 768-789.
Low, B. and Sarkar, M. (2012). “On va vivre on va die et tout ca: Un regard sociolinguistique sur l’état du rap plurilingue à Montreal. Kinephanos3(1), 20-47.
Low, B. (2011). At the edge of writing and speech: New oralities and curriculum. Journal of the Canadian Association of Curriculum Studies 8(2),50-75.
Low, B. (2010). The tale of the talent night rap: Black popular culture in schools and the challenge of interpretation. Urban Education 45: 194-220.
Low, B. and Sarkar, M. (2013). Translanguaging in the multilingual Montreal hip-hop community: Everyday poetics as counter to the myths of the monolingual classroom. In Angela Creese & Adrian Blackledg (Eds.), Heteroglossia as practice and pedagogy (pp. 99-118). Springer.
Low, B. (2013). Slammin' School: Performance poetry and the urban school. (pp. 76-98). In Colin Lankshear & Michele Knobel (Eds.), A New Literacies Reader: Educational Perspectives. New York: Peter Lang.
Low, B., Tan, E., & Celemencki, J. (2013). "Keepin’ it Real” in the classroom: The discourse of authenticity and challenges for critical Hip-Hop pedagogies. In Marc Lamont Hill & Emery Petchauer (Eds.), Schooling Hip-Hop: New approaches to Hip-Hop based education (pp. 187-216). New York: Teachers College Press.
Low, B. (2012). What do hip-hop, spoken word, and slam poetry have in common and how might they be used in a high-school English classroom? In K. James, T. M. Dobson & C. Leggo, (Eds.) English in middle and secondary classrooms: Creative and critical advice from Canada's teacher educators. Toronto, ON: Pearson Press.
Low, B. Brushwood Rose, C., Salvio, P., and Palacios, L. (2012). (Re)framing the scholarship on participatory video production and distribution: From celebration to critical engagement. In EJ Milne, Claudia Mitchell and Naydene de Lange (Eds.),Theorising participatory video: Critical issues and challenges (pp. 49-64). AltaMira/Rowman and Littlefield.
Sarkar, M., and Low, B. (2012). Multilingualism and popular culture. In Marilyn Martin-Jones, Adrian Blackledge, & Angela Creese (Eds.), The Routledge Handbook of Multilingualism (pp. 403-418). New York: Routledge.