f The fifth element? Using the tradition of knowledge and education in Hip Hop to transform classroom outcomes

This article is a conceptual exploration of Hip Hop culture as a pedagogical resource, not only for students of colour, but for all students who may be disengaged from traditional approaches to teaching and learning. This article explores the idea of Hip Hop as a ‘double-voiced’ practice, a practice that speaks to mainstream educational competencies while articulating dispositions and perspectives drawn from vernacular cultural experiences. Examples of this practice examined the educational preparation of a Black male pre-service teacher and a White female teacher seeking ways to better connect with her Black students. In both cases, Hip Hop provides pedagogical resources which speak to identity and educational possibility which transformed the educational experiences of both individuals.