Turning in or tuning out? Listening to silences in education for critical political consciousness

Shifting ground or moving furniture around: Youth participatory action research in Kakuma Refugee Camp

“…In Monique Guishard's (2009) intergenerational participatory action research collaboration, she conceptualizes critical consciousness as “interdependent moments” (103), finding that this framing better accounts for the “fluid, inharmonious, and cyclical process of cultivating lived critical consciousness” (94). Similarly, Leah S. Stauber (2017) found “intermittent, circular, or otherwise non‐processual forms of consciousness development” and “diversity in form, pace, and/or expression” (571), manifestations she initially interpreted as signs of incomplete development as they did not conform to her expectations.…”

Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices

“…In turn, several of the teacher candidates attempted to replicate some of our class activities with their own students. Additionally, by bringing voices in from both academic and local communities, we aimed to further demonstrate approaches to centering often silenced and minoritized voices in the context of the classroom (Mitra, 2003;Stauber, 2017). Such approaches not only offer concrete examples for how teachers can disrupt traditional practices, but also served as a model for how and why affinity spaces can be created and sustained.…”