Critical consciousness

Abstract

Research has suggested that critical consciousness — the ability to recognize and analyze systems of inequality and the commitment to take action against these systems — can be a gateway to academic motivation and achievement for marginalized students. To explore this approach, the authors studied six urban schools that include critical consciousness development in their mission. Three strategies emerged as promising practices that schools can use to develop black students’ critical consciousness and harness the connection between critical consciousness and student achievement. They include teaching students the language of inequality, creating space to interrogate racism, and teaching students how to take action.

Understanding Marginalized Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms

“…Just as the social circumstances in the U.S. at this point in history position people who are other than White, middle class, male, heterosexual, Christian, native English-speaking, ablebodied/minded as marginalized, so too does educational research support that these other students struggle in the educational system. Children of color have the highest dropout rate, and tend to be overrepresented in special education but underrepresented in advanced placement and gifted programs (Cummins, 2001;Pizarro, 2005;El-Amin et al, 2017). Students from low socioeconomic backgrounds make up the majority of remedial enrollment throughout secondary schools (Oakes, 1995;Farkas, 2003;Mills & Ballantyne, 2016).…”

Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

“…Conscientizacao, or critical consciousness, first appeared in Paulo Freire's [2] Pedagogy of the Oppressed, and has since been taken up and defined in various ways. All share the common components of reflection on and analysis of an issue and then taking action to change it [12][13][14][15][16][17]. Reflection is well established as a necessary component of teacher development, but it is unclear whether educators are trained to critically reflect on their own practice, which is vital to their professional development [18].…”

“…Freire believed that developing a critical literacy of oppressive social conditions was vital to counteracting marginalized people's belief that they are powerless to change those conditions [12]. Gaining the ability to recognize, analyze, and act on those inequalities can be a "gateway to academic motivation and achievement for marginalized students" [13] (p. 18). Freire [2] believed in a transitive relationship between reflection and action.…”

“…More importantly, Leonard felt an increased urgency and responsibility to provide similar learning experiences for middle-grades students to build critical consciousness by pushing them to question, analyze, and act in response to issues that affect their lives and the ways they experience the world. Building a critical literacy to read oppressive conditions and strengthening the ability to change those conditions can serve as a gateway to increasing youth motivation and encouraging them to engage in an ongoing cycle of reflection and action [2,12,13]. Leonard's experience in the project inspired her to spotlight critical consciousness as a course goal for an undergraduate preservice teacher education course for which she is an instructor of record.…”

A Commentary of Occupational Justice and Occupation-based Community Development Frameworks for Social Transformation: The Marikana Event

“…Critical consciousness perspective underpins the interpretations of the Marikana massacre actions and structures 10 . This perspective further espouses the recognition and analysis of inequalities, injustices, and the commitment to critical actions 10:18.…”