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.