centers hip-hop culture as a culturally relevant form of critical pedagogy in urban pre-service teacher education programs. In this important book, Darius D. Prier explores how hip-hop artists construct a sense of democratic education and pedagogy with transformative possibilities in their schools and communities. In a postmodern context, students’ critical street narratives challenge educators to rethink where «public education» can happen, and the political and empowering purposes to which Black popular culture can serve social justice ends for youth in urban education. This book provides educational leaders in the academy and public schools with new cultural contexts that connect teaching and learning with music and popular culture in relation to race, class, gender, culture, and community.