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In this article, I will do two things: (1) synthesize existing literature exploring critical methodological frameworks that center race and hip-hop in educational contexts; and (2) propose future considerations for research for research, and introduce a new qualitative methodology called mixtaping. The aim of this article is to contribute to a growing body of scholarship supporting the decolonization of methodological practices, by framing minoritized voices – which are in this case, Black men in higher education, who identify as hip-hop artists – as both the subject of research and the producers of new knowledge.

Beats, rhymes, and college life: making a case for mixtape methodology in higher education research