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Abstract
Traditional legal teaching is premised on creating an educational environment that systematically discourages inquiry into the unspoken values of the legal system and fosters a classroom where first-generation students of color feel repeatedly “less than.” In my first-year criminal law course, I attempt to disrupt this tradition by transforming the classroom to include those it has historically excluded, marginalized, and oppressed. However, students who come from backgrounds that have been historically underrepresented in law school and the practice of law continue to struggle at disproportionate rates in comparison to their non-marginalized and wealthy counterparts. I strive to create an academic environment supportive of all students but specifically focused on fostering an environment supportive of first-generation students of color. This article proposes a people-centered approach to teaching first-year criminal law that elevates the people’s voice by using rap music to understand complex legal concepts. Incorporating rap music transforms the classroom and the practice of law to include those it has previously excluded and provides a people-centered means to expand legal education more broadly.
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