Vybz Kartel and Citizenship Ed

1
Vybz Kartel and Citizenship Education
Vybz Kartel and Citizenship Education: Capitalizing on Dancehall Music to
Promote Civic Competence in Secondary School Social Studies
Jason C. Joseph
University of the West Indies, Cave Hill
Abstract
Dancehall music is a very popular art form among young people in many Caribbean
islands, yet it is under utilized as a teaching tool in the classroom. The lyrics of many
contemporary dancehall artistes like Vybz Kartel and Mavado are usually vulgar and generally
considered by the older generation to be unfit for musical consumption. This paper argues for
the use of dancehall music in the social studies classroom. The author posits that even songs
considered to be inappropriate can and should be used in conjunction with effective teaching
strategies to promote civic competence, through citizenship education.
Music seems to be a huge part of the everyday lives of most young people. They are avid
viewers of music channels such as TEMPO and BET and they can be seen, even at school,
listening to iPods and mp3 players, and singing every word of the latest popular music releases.
One genre of music which seems to be ubiquitously appealing to the majority of Caribbean youth
is Dancehall, the popularity of which has proliferated in the region and internationally from since
its conception in the late 1970’s in Jamaica.
Dancehall music originated from the “dance halls” of the inner city communities of
Jamaica, where sound systems would play the dub (or remixed) versions of original songs, and
the deejays would “toast” or create lyrical improvisations over the music. Dancehall music tends
2
to accentuate catchy, synthesized drum beats and a simple, repeated bass line. The lyrical
content usually deals with issues such as poverty, wealth, power, sexuality and violence,
sometimes in language which would be deemed inappropriate for a classroom setting.
The debate over the lyrical content of dancehall music has been ongoing for many years.
In 1995, Buju Banton’s “Boom bye bye” was labeled as being homophobic and was the topic of
several debates, regionally and internationally (Saunders, 2003). More currently, the violent and
sexually explicit lyrics of artists like Vybz Kartel, Mavado and Busy Signal, among others, have
come to the fore. One of the more recent tracks from Vybz Kartel which caused a great deal of
controversy is “Romping Shop” – a song which graphically and vulgarly describes a contrived
sexual experience between Kartel and his co-singer, Spice. One school principal in an article in
the Gleaner referred to the song as “garbage” and “filth” (Tyson, 2009). This song, as well as
other popular dancehall tracks which mention “daggering” (a Jamaican term that describes a kind
of dancing which simulates rough sex), was banned from the airwaves by the Jamaican
Government (Stutten-Jeffers, 2009). Governments of other Caribbean islands have denied work
permits to dancehall artists, barring them from performing at various concerts, while some
people continue to attribute violence among the youth to such lyrics as Blood Run like Hennesy
by Mavado.
Bus bwoy head like mi hennessy

Inna di miggle a di day
Mi nuh care if many see
Blood a run like mi hennessy
Dead dem dead
Sen dem to di cemetery
Despite the controversy and public debates about the violent and sexually explicit nature
of some dancehall music, our secondary school students continue to consume the music, idolize
the artists, and imitate the lifestyle associated with the dancehall culture - the dances, the fashion,
3
the lingo, and the values. The enthusiastic reaction of most students when dancehall music is
played at social events gives a clear indication that they can relate to both the music and the
message in the songs.
Using songs that students love and can relate to is a great way to stimulate their interest,
and show them that their music is valued and appreciated. According to Moore, 2007,
adolescents love contemporary popular music because “it taps into the raw energies and issues
that are so important during this difficult age” (p. 3). They are at a period in their lives where
they are searching for identity and longing for acceptance and popularity. Some of their
conflicts, desires, and life’s experiences are mirrored in the music, providing them with a sense
of relatedness to both the music and the lifestyles and ideologies associated with the music.
There is a tendency for most people to attach significance to certain musical or lyrical aspects of
a song which relate in some way to their personal experiences (, 2006).
I will therefore argue in this paper, that social studies teachers ought to make use of
dancehall music, not merely for motivational purposes, but to capitalize on the apparent appeal
of dancehall music in an effort to promote civic competence, and to mould students into critical
thinkers.
Popular Music as Resource Material
The advocacy of popular music as a teaching tool in the classroom is not a novel idea and
there are many publications which have examined various genres of popular music and their
contribution to teaching and learning. In the 1960’s, the music of artistes like Bob Dylan, The
Beatles, and Joan Baez was being discussed in the classroom (Lewis, 1999), and by the early
4
1980’s, the use of popular music in sociology classes was not unusual (Howard, 1983; Benjamin
& Rebecca, 2003).
Blues music has been found to be a valuable resource for highlighting the hopes,
marginalization, and rebellion of black people, and the influence of their music on American
culture (Harris, 2004). Kincheloe and Weil, 2004 see the use of rap music as a way to “question
and expose dominant ideological discourses and hegemonic practices” (pg. 177). Country music
has also been used as a teaching tool in the social sciences and viewed as an extremely effective
medium through which the everyday experiences of people are communicated (Lewis, 1999).
Country music raises a broad range of social issues, such as, gender and family issues, emotional
and physical abuse, and themes of aging and death.
Cooper (1991), describes popular music in general, as having a “gold mine of teaching
topics” (p. 59). It is a medium which teachers can use to analyze many important social
problems and global issues in an in depth manner (White, 2006). According to Moore (2007),
the lyrics of popular music can be analyzed either from a historical or current perspective in
order to engage students in problem solving activities and critical discussions about social issues.
Social Studies and Citizenship Education
It is generally agreed that the main aim of social studies education is to promote civic
competence through citizenship education. A student with civic competence is a “good citizen”
– one who possesses the knowledge, skills and values which are needed in order to function
effectively and participate socially, politically, and economically in society (Ross, 2006). This
goal can be approached by aligning teaching and learning methods with the four areas of focus in
citizenship education proposed by Howe and Marshall (1999), which are: creating
5
knowledgeable citizens, developing skills, developing appropriate values, and fostering social
participation.
Creating Knowledgeable Citizens
The knowledge being referred to in this method is not merely the memorization and
regurgitation of information which is found in text books, but more importantly, the kind of
knowledge which allows students to become informed and empowered. Students need to be
knowledgeable about how events of their past (history) have led to political, social and cultural
conditions of the present. They need to be clear as to what their roles and responsibilities are as
democratic citizens in their own country as well as in relation to the wider Caribbean region.
They ought to be able to advance their own ideas about current issues facing society.
Developing skills
The second goal of social studies education is to equip students with the important skills
which they need in order to function in a global environment. Skills such as being able to
recognize problems, identify and propose solutions, and accept different beliefs and points of
view on various issues are seen to be critical. Howe and Marshall (1999) classify the skills into
three categories: cognitive skills or critical thinking and evaluation skills, academic or research
related skills, and social skills, or one’s ability to adapt and relate to others.
Developing Appropriate Values
Democratic values, in the social studies context, involve “respect for the welfare of
others, the right to dissent, the right to participate in decision making, and equality opportunity
for each individual” (Engle & Ochoa, as cited in Howe & Marshall, 1999, p.8). In light of all the
6
confusing values which students are being exposed to in the media, the emphasis of values
education should be on the interpretation and clarification of values as opposed to the teaching of
values in isolation, or as a separate subject.
Fostering social participation
The final method of achieving citizenship education is by creating opportunities for
students to apply the knowledge, skills and values which they learn in real life situations. This is
known as social action or social participation. This manner of teaching social studies has
implications for the kinds of activities to be used. Instructional strategies such as inquiry, critical
thinking and discussion, problem-based learning, and student research should be key aspects of
social studies teaching. A greater emphasis should also be placed on practical, out of class room
experiences instead of solely textbook and classroom based teaching and learning.
Social Studies Teaching Strategies
One of the most useful strategies in teaching citizenship education is discussion. This
technique creates avenues for clarifying and exploring content, exchanging ideas, and developing
other important skills like listening and critical thinking (Dynneson, 1995). The success of this
strategy depends on preparation and the teacher’s ability to use good questioning techniques to
get students to analyze situations, beliefs and values, and to propose and evaluate solutions to
problems.
Problem Based Learning (PBL) is another effective strategy in which an open-ended
problem is introduced to students and clearly defined. Students work collaboratively in small
7
groups to plan and try to solve the problem and consequently to reflect on their experiences.
This is a student-centered activity and the role of the teacher is mainly to facilitate students’
learning.
Inquiry and student research are methods by which students investigate the answer to a
question, test a hypothesis, or search for clarification on ideas and issues. Such methods help in
developing problem solving skills, language and communication, and social skills. The inquiry
process usually involves formulating a hypothesis, gathering data, testing the hypothesis and
developing a conclusion using deductive and inductive reasoning (Dynneson, 1995). Depending
on the nature of the content to be taught, a number of other activities can be used to develop
knowledge, skills and values, including debates, drama, field trips, and the use of technology to
make jingles, documentaries, and commercials.
Dancehall and Citizenship Education
It is not difficult to see how the lyrics of conscious dancehall music can be used in social
studies teaching to highlight social issues. Popular songs, like “Untold Stories” and “Hills and
Valleys” by Buju Banton, provide ample material for discussion on themes such as poverty,
unemployment, social inequality, spirituality, and self actualization. One of the few
contemporary tracks from Vybz Kartel which is free from obscenities is My Mama.
The place name poverty

Mummy don't live there no more
She don't live there no more…
She never carry me fi one month
She carry me fi nine
Me buy her di house before mi buy mine…
She teach me
Long time
8
Fi fight fi fight fi what's mine

Believe, believe in your dreams
That's why mi love u so
Me nah go make she broke
Me put food inna di house…
She never take abortion

She never put me up fi adoption
Meaning of mi life is fi repay di action…
Me remember when we small

She never hurt me none at all
Me everything fi maintain you
Hail the queen so mi name you
Some gal take dem man you go dance and dem pickney a suffer
The above lyrics are excerpts from each of the three verses of the song. There are several
issues that are either mentioned or implicit in the lyrics from which knowledge and values can be
extracted. Some of the themes inherent in the song include showing love and appreciation for
parents, abortion, adoption, single parent families and child neglect. Upon closer analysis of the
lyrics, the line “she never hurt me none at all”, suggests other related issues like physical abuse,
domestic violence and sexual abuse. In the first verse, the line “The place name poverty,
mummy don't live there no more”, not only raises the issue of poverty, but describes a rags to
riches story. Through the use of good questioning techniques to guide discussion, appropriate
follow-up activities, and an eclectic approach to teaching methods and activities, this song can
form the core of one or several lessons geared towards helping students achieve civic
competence. The following table further explains how this song can be used as a medium for
citizenship education.
Song: My Mama by Vybz Kartel
Knowledge Understanding concepts related to the various social issues - abortion,
adoption, physical and sexual abuse, domestic violence, poverty

9
Understanding the effects of social issues on the individual and society

Skills Researching statistics or laws relating to the issues
Designing simple instruments to survey the attitudes of males, females, or
their community towards some of the issues
Proposing and critically analyzing and evaluating solutions

Democratic Love, importance of family
values The right to choose life
Economic freedom
Believing in and fighting for your dreams

Social Carrying out surveys
participation Organizing a public debate
Notice that the skills and social participation columns dictate the kinds of activities which
the teacher must engage students in. It must also be emphasized that the teacher’s ability to
internalize the message in the song and to use appropriate questioning strategies to engage
students in reflective and critical discussions is of paramount importance. Playing a popular
dancehall track in a class of adolescents can turn out to be purely entertainment if the teacher
fails to “stimulate thinking, encourage dialogue, and guide students in evaluating the worth of
ideas” (Engle & Ochoa, 1988, p. 162). Some examples of questions which could stimulate
thinking and highlight values are:
Do you think everybody feels the same way about their mothers? Why or why not?
Why would any mother/parent want to hurt or abuse her own child?
How do you feel about parents who ill-treat or abuse their children? Should the children
still love and respect their parents?
Which do you think is a better choice – having an abortion or having the baby and giving
it up for adoption? Why or why not?
Are there more problems associated with children from poor families than children of
middle class or upper class families?
10
Do you think that poor students and “better off” students are treated the same way?
What are your views on domestic violence?
Why don’t the victims of abuse just pack their bags and leave?
Is it possible that Vybz Kartel’s other motive in this song is to show off his ability to take
care of his mother financially? Why do you agree or disagree?
Those are just a sample of the kinds of questions which would not only initiate critical
discussion but also cause students to analyze their own ideas and positions (or their lack of) on
important social issues.
“Inappropriate” Dancehall Music
The kind of dancehall music which is of most concern to critics of the art form, however,
are the songs which are labeled as inappropriate because of their violent content or sexually
explicit lyrics. Is there any educational value in such music and should the social studies teacher
introduce songs of that nature in the classroom? I wish to propose that there is still lots of merit
in the strategic use of the songs and to put forward a case for their worth as material for critical
analysis.
Edited or abbreviated versions of the lyrics can be used as teaching resources in much the
same way that excerpts of larger works are sometimes used. Vulgar language can be edited or
pertinent verses selected in order to achieve the intended objectives. There is also free software
available on the internet that can be used to edit audio files and to create a clip which can be
played as part of the lesson. Mavado’s “Dem a Fag” is a good illustration of this. Here, only the
intro, chorus, and an edited version of the first verse are presented. The asterisks indicate areas
where obscenities were deleted.
[Intro:]
Chat dem a chat like gal, Hey! Scatter! I Wham to dem!
11
Hey! Mi nuh tust dem! Rifle shot a buss dem!
[Chorus:]
Di bwoy dem a FAG! (FAG!) Dem a FAG! (FAG!)
A battyman alone nuh waan know God
Mi see seh dem a FAG! (FAG!) Dem a FAG! (FAG!)
Well bleached out and full a tattoo like drag
Di bwoy dem a FAG! (FAG!) Dem a FAG! (FAG!)
Mi see seh dem a FAG! (FAG!) Dem a FAG! (FAG!)
Well bleached out and full a tattoo like drag
[Verse 1:]
Him make him freind dem press, press him like button
SEE DEH! Nuh rifle shot a chop, chop him like button
SEE DEH! Mi keep my gun mi smif and wesson neva heavy
SEE DEH! Why yuh a chase like gal Scatta wah tek dat freak deh?
45 shot scatter, cause di **** dem a trace like Macker
Curl up inna yuh gal like dagger, see, gi di ******* copper!
This song raises the important issue of the need to research the artiste or writer, and the
origin of some songs in order to get a proper comprehension of the lyrical content. At first
glance, phrases like “rifle shot a buss dem”, “mi keep my gun mi smith and Wesson never
heavy”, and “45 shot scatter” may appear to be inciting violence against the “battyman” or “fag”
(homosexuals). However, research into the background of the artiste and the history of the song
would reveal that the song is one of the many “dis” songs (a song written specifically to insult)
written by both Mavado and Vybz Kartel as a result of an ongoing feud between them. The feud
began after Vybz Kartel broke ties with The Alliance – a dancehall organization of which other
popular artistes, including Mavado, were members. This resulted in an exchange of such songs
between the two in what is commonly known as the “Gully-Gaza” war; Gully and Gaza being
the places of residence of Kartel and Mavado respectively. This sort of information is valuable
for students as well to emphasize the point that the message in songs should not always be taken
at face value.
12
With this in mind, this excerpt from Mavado is quite appropriate in examining issues of
homosexuality, and the bleaching syndrome in Jamaica, implied in the line “well bleached out
and full a tattoo like drag”. Bleaching involves the use of a special cream to make the skin
colour lighter or fairer. The process sometimes results in long-term damage to the skin and other
adverse effects (Anderson, 2003). One other important concept which can be extracted from this
selection is the idea of “lyrical realism”, or the extent to which the lyrics of a song can be taken
literally (Shuker, 1994). A further illustration of how citizenship education can be applied is
summarized in the following table.
Song: Dem a Fag by Mavado
Knowledge The country’s laws on homosexuality in relation to other regional and

international countries
History of dancehall music and the Gully-Gaza phenomenon
Homophobia, discrimination, prejudice

Skills Compiling and critically analyzing other homophobic songs
Creating jingles or ads to curb the problem of discrimination
Researching the biography of artiste, the skin bleaching syndrome
Designing a research instrument to investigate the extent of homophobia in

the school or community
Comparative research of male and female attitudes towards homosexuality
Preparing and presenting a report on findings

Democratic Self concept, self esteem, self respect, respect for others opinions and beliefs
values
The right to be different
Tolerance
Religion/spirituality
Social Making a presentation at a school assembly to increase the awareness of
participation homophobia or other prejudices
Visiting and interacting with the differently-abled

13
Sample questions for values clarification and to stimulate discussion:
Would you feel “dissed” or insulted if someone called you a “fag” or “battyman”? Why
or why not?
Is it common for males to diss one another in that manner?
Is it common for females to do the same? Why or why not?
What is your definition of a “real” man?
Do you think that black people should be allowed to ride on the same bus with white
people? (Historical perspective)
Should Rastafarians be allowed to work in the public service?
Can you see any similarities between racial prejudice and homophobia?
Is it possible for someone to be gay and still “know God” (with reference to the line
‘battyman alone nuh waan know God’)?
How do you feel about bleaching, plastic surgery, implants?
Should people accept themselves as they are?
It is important to note that the questions are not meant to analyze the topic of
homosexuality from a moral stand point but hopefully to lead students to appreciate the
importance of tolerance, appreciating differences in others, and respecting other people’s life
choices. In order to foster civic competence, opportunities for follow-up activities and social
action must be created both within the school environment and the wider community.
Worst-Case Scenario
There is no denying that many of the popular dancehall tunes which adolescents love use
vulgar language, and are beyond editing for the purpose of classroom use. “Ramping Shop” by
Vybz Kartel, which was mentioned earlier, is one such example. There is certainly justification
in questioning the relevance of using what can be termed an x-rated song in citizenship
14
education. But again, I contend, that as inappropriate as the songs may be, our students are still
being bombarded by them in the media. Those songs are a big part of their lives, and therefore,
an argument should still be made for their use. Given the fact that a teacher can discuss issues
relating to pornography without having to show scenes from pornographic material, the same can
be said for a song like “Ramping Shop”. The social studies teacher only needs to make reference
to the song since most students would be well familiar with the song and its lyrical content.
With this in mind, a number of pertinent issues can be examined through discussion and critical
analysis methods. The following are some examples of some probing questions which can be
used to stimulate thinking, and the kinds of concepts, shown in brackets, with which the
discussions can be linked.
What are your views about the song? What do you like or dislike about it?
How do you feel about younger children being exposed to it? (Effects of the media)
Should such songs be played over the radio? Why or why not? (Mores, folkways, values,
laws)
Do you think such a song can encourage young people to become sexually active? Why
or why not? (Self esteem, parental, religious, and societal influences)
Is sex a bad thing/wrong?
What are some conditions which make it morally and legally wrong? (Rape, incest,
carnal knowledge, adultery, promiscuity)
What are some consequences? (Teenage pregnancy, STD’s, divorce and broken families,
psychological and emotional damage, abortion)
It would also be very interesting to find out the attitudes of both young people and adults,
in the school or community, towards the song. Students can work in groups to conduct a simple
survey and to present the data using variables such as age and gender. Another follow-up
exercise could be to ask students to rewrite the first verse and chorus of the song without vulgar
language so that it conveys love and romance, as compared to sex. Following a presentation of
15
students’ remixes, a discussion could take place on whether the new lyrics had the same effect
and impact as the original. Which version of the song would people most likely listen to or buy,
and what are the implications of this for songwriters?
Conclusion
Dancehall music forms a significant part of the youth culture in many islands of the
Caribbean. For some young people, their mode of dress, their manner of speech, and their latest
dance moves are all influenced by the dancehall culture. In order for social studies teachers to
achieve the elusive goal of civic competence through citizenship education, every effort must be
made to tap into the complex world of our adolescent students. One of the ways this can be done
is by using the music which they can relate to as a way of motivating them and bringing more
meaning to the concepts and social issues which form a part of the curriculum, and their
everyday lives. There are some dancehall songs which easily qualify as teaching material since
their lyrics highlight a variety of social issues which can be examined in the classroom.
Although many songs from that genre of music may be vulgar or labeled as inappropriate, they
can still be utilized by either editing the objectionable portions of the song, or by making
reference to the song in reflective classrooms, and critical thinking activities.

16
She teach me
Appendix A Long time

Fi fight fi fight fi what's mine
Vybz Kartel – My Mama
[Intro:]
Weh you madda name Believe, believe in your dreams
Theresa wilson palmer That's why mi love u so
But mi call har mummy Me nah go mek she broke
[Verse 1:] Me put food inna di house
The place name poverty Me everything fi mantain you
Mummy don't live there no more Hail the queen so mi name you
She don't live there no more Some bwoy gi dem gal everything and dem
Not Nice madda suffa
Me swear from me heart Me everything fi mantain you
As long as me live
Hail the queen mummy you are my queen
Seh she won't live there no more
Won't live there no more
Hey... [Verse 3:]
She neva tek abortion
[Chorus:] She neva put me up fi adoption
Mama mama (my mummy) Me nuh know inna mi life is fi repair di
Ma ma mamma (my mummy) action
My madda(she love mi)
Even if is hidden by a fraction
My madda(mi love har)
Ma ma ma ma ma ma ma ma ma (mummy Me know seh mi mummy proud of me
mummy) When she see di real champion in action
Me touch har and feel di emotion
[Verse 2:] Hug har up like we dancin slow song
She neva carry me fi one month Me rememba when we small
She carry me fi nine She neva hurt me none at all
Me buy har di house before mi buy mine
Me everything fi mantain you
A she mi gi mi heart and mi mind
Cah mummy nah go forsake mi no time (no Hail the queen so mi name you
time) Some gal tek dem mon you go dance and
17
dem pickney a suffa http://www.lyricsmania.com/lyrics/vybz_kar

Me everything fi mantain you tel_lyrics_10089/other_lyrics_32019/my_m
Hail the queen mummy you are my queen ama_lyrics_905662.html
Macker
Curl up inna yuh gal like dagger, see, gi di
bumbohole copper!
Appendix B
Dem a fag- Mavado
[Intro:]
Chat dem a chat like gal, HEY! SCATTA! I
WARN TO DEM!
Hey! Mi nuh tust dem! Rifle shot a buss [Chorus:]
dem! Cau dem a FAG! (FAG!) Dem a FAG!
[Chorus:] (FAG!)
Di bwoy dem a FAG! (FAG!) Dem a FAG! Mek dem know, a battyman nuh waan know
(FAG!) God
Cau di bwoy dem a FAG! (FAG!) Dem a
Mi see seh dem a FAG! (FAG!) Dem a
FAG! (FAG!) FAG! (FAG!)
Well bleached out and full a tattoo like drag Bleached out face, tattoo dem neck like drag
Di bwoy dem a FAG! (FAG!) Dem a FAG! Di bwoy dem a FAG! (FAG!) Dem a FAG!
(FAG!) (FAG!)
A battyman alone nuh waan know God Mi realize seh dem a big gun gab
Mi see seh dem a FAG! (FAG!) Dem a Yo di bwoy dem a FAG! (Dem a FAG!)
FAG! (FAG!)
Well bleached out and full a tattoo like drag Dem a FAG! (Dem A FAG!)
HEY WAIT DEH WAIT DEH WAIT DEH
[Verse 1:] WAIT DEH WAIT DEH WAIT DEH
HEY HEY! SEE DEH! WAIT DEH!
Him mek him fren dem press press him like
button [Verse 2:]
SEE DEH! Nuh rifle shot a chop chop him A him nuh waan know God and God nuh
like button
SEE DEH! Mi keep my gun mi smif and waan know him
wesson neva heavy Righteous way inna life him Muma neva
SEE DEH! Why yuh a chase like gal Scatta show him
wah tek dat freak deh? ! A bare sodemite and battyman a seh dem
45 shot scatter, cau di pussy dem a trace like know him
18
A him a blow di gal before mek di gal blow Check di gully side which part mi live
him Mi cousin cross fi come and borrow gun
Ever him tell man carry gun
But my gun dem organized and centralized
just like di Calico http://www.6lyrics.com/music/mavado/lyrics
A nuh threat fi go borrow gun /dem_a_fag.aspx
References
Anderson, C. (2003, July 9). Jamaica Gleaner: the bleaching syndrome. Retrieved
Octover 7, 2009, from Jamaica Gleaner: http://www.jamaica-
gleaner.com/gleaner/20030709/health/health7.html
Benjamin, A. D., & Rebecca, B. (2003). Using popular music to introduce sociological
concepts. Teaching Sociology , 237-245. Retrieved October 14, 2009 from
JSTOR database.
Bennet, A., Shank, B., & Toynbee, J. (Eds.). (2006). The popular music studies
reader. New York: Routledge.
Cooper, B. L. (1991). Lyrical commentaries: Learning from popular music. Music

Educators Journal , 56-59. Retrieved September 27, 2009 from JSTOR database.
Dynneson, T. L., & Gross, R. E. (1995). Designing effective instruction for secondary
social studies. New Jersey: Prentice-Hall, Inc.
Elterman, H. (1983). Using popular songs to teach sociology. Teaching Sociology ,

529-538. Retrieved November 3, 2009, from JSTOR database.
Engle, S. H., & Ochoa, A. S. (1988). Education for democratic citizenship: Decision
making in the social studies. New York: Teachers College Press.
Hamm, C. (1995). Putting Popular Music in its Place. Cambridge, Angleterre:

Cambridge University Press.
Harris, R. B. (2004). Middle schoolers and the blues. Social Studies , 197-200.
Retrieved October 5, 2009 from JSTOR database.
Howe, G. D., & Marshall, D. D. (1999). Citizenship education, democracy and global
shifts: Re-thinking Caribbean social studies. Kingston, Jamaica: Office of the
UNESCO Representative in the Caribbean.
Kincheloe, J. L., & Weil, D. (2004). Critical thinking and learning: An encyclopedia for
parents and teachers. Westport, Conn. [u.a]: Greenwood.
19
Lewis, G. H. (1999). Traps, troubles, and social issues:Country music in the social
science classroom. Popular Music and Society , 61-82. Retrieved October 14,
2009, from JSTOR database.
Moore, J. (2007). Popular music helps students to focus on important social studies
issues. Middle School Journal , 21-29. Retrieved September 23, 2009, from
JSTOR database.
Ross, E. W. (2006). The social studies curriculum: Purposes, problems, and

possibilities. Albany: State University of New York Press.
Saunders, P. J. (2003). It's not everything good to eat, good to talk: Sexual economy
and dancehall music in the global marketplace. Small Axe , 95-115. Retrieved
October 14, 2009, from Academic Research Library. Document ID: 321265471).
Shuker, R. (1994). Understanding popular music (2nd Edition ed.). London:

Routledge.
Stutten-Jeffers, C. M. (2009, April 30). Vybz Kartel hopes Grenada government

revokes decision. Retrieved October 7, 2009, from SKNVibes.com News:
http://www.sknvibes.com/News/News
Details.cfm/9476
Tyson, E. (2009, February Sunday). Jamaica Gleaner. Retrieved October Wednesday,

2009, from Jamaica Gleaner news: "Rampin' Shop"- musical poison:
http://www.jamaica-gleaner.com/gleeaner/
20090201/cleisure4.html.

Vybz Kartel and Citizenship Ed

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Vybz Kartel and Citizenship Ed

Uploaded by

Copyright:

Available Formats

1

Vybz Kartel and Citizenship Education

Vybz Kartel and Citizenship Education: Capitalizing on Dancehall Music to

Promote Civic Competence in Secondary School Social Studies

University of the West Indies, Cave Hill

strategies to promote civic competence, through citizenship education.

its conception in the late 1970’s in Jamaica.

sometimes in language which would be deemed inappropriate for a classroom setting.

Bus bwoy head like mi hennessy

message in the songs.

a song which relate in some way to their personal experiences (, 2006).

Popular Music as Resource Material

& Rebecca, 2003).

and physical abuse, and themes of aging and death.

Social Studies and Citizenship Education

Creating Knowledgeable Citizens

Developing Appropriate Values

values in isolation, or as a separate subject.

Fostering social participation

The final method of achieving citizenship education is by creating opportunities for

Social Studies Teaching Strategies

Problem Based Learning (PBL) is another effective strategy in which an open-ended

make jingles, documentaries, and commercials.

Dancehall and Citizenship Education

The place name poverty

Fi fight fi fight fi what's mine

She never take abortion

Me remember when we small

Song: My Mama by Vybz Kartel

Knowledge Understanding concepts related to the various social issues - abortion,

adoption, physical and sexual abuse, domestic violence, poverty

Understanding the effects of social issues on the individual and society

Designing simple instruments to survey the attitudes of males, females, or

their community towards some of the issues

Proposing and critically analyzing and evaluating solutions

values The right to choose life

Believing in and fighting for your dreams

participation Organizing a public debate

students in reflective and critical discussions is of paramount importance. Playing a popular

thinking and highlight values are:

important social issues.

“Inappropriate” Dancehall Music

where obscenities were deleted.

Hey! Mi nuh tust dem! Rifle shot a buss dem!

summarized in the following table.

Song: Dem a Fag by Mavado

Knowledge The country’s laws on homosexuality in relation to other regional and

History of dancehall music and the Gully-Gaza phenomenon

Homophobia, discrimination, prejudice

Creating jingles or ads to curb the problem of discrimination

Researching the biography of artiste, the skin bleaching syndrome

Designing a research instrument to investigate the extent of homophobia in

Comparative research of male and female attitudes towards homosexuality

Preparing and presenting a report on findings

Visiting and interacting with the differently-abled

Sample questions for values clarification and to stimulate discussion:

Is it common for males to diss one another in that manner?

Is it common for females to do the same? Why or why not?

What is your definition of a “real” man?

Should Rastafarians be allowed to work in the public service?

How do you feel about bleaching, plastic surgery, implants?

Should people accept themselves as they are?

discussions can be linked.

Is sex a bad thing/wrong?