Relevant bibliographies by topics / Critical consciousness

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Critical consciousness'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Critical consciousness"

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El-Amin, Aaliyah, Scott Seider, Daren Graves, Jalene Tamerat, Shelby Clark, Madora Soutter, Jamie Johannsen, and Saira Malhotra. "Critical consciousness." Phi Delta Kappan 98, no. 5 (January 23, 2017): 18–23. http://dx.doi.org/10.1177/0031721717690360.

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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.
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Ngwenyama, Tandi R. "Critical consciousness." Journal of the American Veterinary Medical Association 261, no. 2 (February 1, 2023): 180. http://dx.doi.org/10.2460/javma.22.12.0554.

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Ypi, Lea. "Raising Critical Consciousness." Raisons politiques N° 84, no. 4 (January 20, 2022): 171–77. http://dx.doi.org/10.3917/rai.084.0171.

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Allan, Elizabeth J., and Susan V. Iverson. "Cultivating Critical Consciousness." Inquiry: Critical Thinking Across the Disciplines 23, no. 1 (2003): 51–61. http://dx.doi.org/10.5840/inquiryctnews2003/2004231/229.

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Brookfield, Stephen. "Developing a Critical Consciousness." Inquiry: Critical Thinking Across the Disciplines 30, no. 2 (2015): 4–16. http://dx.doi.org/10.5840/inquiryct20153028.

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Charlebois, Justin. "Developing Critical Consciousness Through Film." TESL Canada Journal 26, no. 1 (June 1, 2008): 124. http://dx.doi.org/10.18806/tesl.v26i1.133.

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Recent instructional trends in the field of TESOL emphasize teaching language through course content. The dual focus of content-based English instruction (CBI) provides a way for language teachers to engage learners with challenging material while increasing their linguistic proficiency. This article describes a unit in a CBI course at a Japanese university that was designed to promote the development of critical consciousness (Freire, 2005) through the analysis of a film. Students identified race- and gender-related issues, engaged in discussions about these issues, and finally wrote a critical response paper to the film.
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송주희. "Critical Mind and Consciousness of." EOMUNYEONGU 84, no. ll (June 2015): 155–78. http://dx.doi.org/10.17297/rsll.2015.84..006.

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O’Reilly, Carole. "Creating A Critical Civic Consciousness." Media History 26, no. 3 (October 26, 2018): 249–62. http://dx.doi.org/10.1080/13688804.2018.1530975.

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Greenhalgh, Trisha. "Let's talk about critical consciousness." BMJ 334, no. 7592 (March 8, 2007): 490.2–490. http://dx.doi.org/10.1136/bmj.39143.032801.1f.

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Mustakova‐Possardt *, Elena. "Education for critical moral consciousness." Journal of Moral Education 33, no. 3 (September 2004): 245–69. http://dx.doi.org/10.1080/0305724042000733046.

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Dissertations / Theses on the topic "Critical consciousness"

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Mosley, Della V. "EXPLORING CRITICAL CONSCIOUSNESS, FACILITATING BLACK LIBERATION." UKnowledge, 2018. https://uknowledge.uky.edu/edp_etds/78.

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The current study aimed to uncover processes and experiences that led individuals to critically engage in racial justice activism, specifically the Black Lives Matter movement. A constructivist grounded theory approach was utilized under critical-ideological and Black feminist paradigms in order to build a practical theory related to developing critical consciousness about oppression facing the Black community. Black activists in the movement between the ages of 23 and 60 (N=12) participated in intensive individual interviews. The result of the study is a co-constructed theory of racial justice activism development (the Critical Consciousness of Anti-Black Racism [CCABR] model) that can be used to increase psychopolitical wellness for Black people. In this model, developing CCABR started with witnessing ABR, required three interconnected methods of processing ABR to increase agency, and led to critical action against ABR. Results indicated that CCABR is a cyclical process through which each of the stages build upon and support one another. The CCABR model is discussed with respect to how it converges with, diverges from, and expands upon extant literature. Recommendations and implications associated with the CCABR model are delineated.
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Armstrong, Amanda. "Critical Consciousness Involving Worldview Inequities Among Undergraduate Students." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1582641611.

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College students’ worldviews and (non)religious beliefs continue to evolve and become more nuanced. Thus, it is crucial that college students make meaning of diverse worldview perspectives and recognize the accompanying inequitable experiences that others encounter because of their worldviews. In promoting research on critical consciousness in their 2018 call for proposals, the Association for the Study of Higher Education invited educators to consider, not only how students engage across differences, but how they recognize, make meaning of, and act upon social inequities. To expand topics of pluralism and interworldview dialogue in higher education, it is important to investigate the phenomenon of critical consciousness in relation to worldview inequities. The purpose of this study was to explore how critical consciousness involving worldview inequities took shape for 15 undergraduate college students (aged 18-24) at one institution, William & Mary. Though some scholars have offered findings regarding students’ and administrators’ development of critical consciousness, there is not much research focused on how critical consciousness takes shape (i.e., “how it is produced in time and space”) for students regarding worldview inequities (Vagle, 2018, p. 150). In this study, I used a theoretical borderlands perspective, tenets of intersectionality theory, and a qualitative, post-intentional phenomenological (PIP) methodology. Data sources included two semi-structured interviews with each student participant, student-generated reflections over a two-week period, and my own post-reflexive journaling. Findings from this study are depicted through a primary tentative manifestation (momentarily recognizable aspects of phenomena), which I named emotionality, and two figurations that elucidate how critical consciousness took shape for students in this study.
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Taylor, Kari B. "Contextualizing How Undergraduate Students Develop Toward Critical Consciousness." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1495815463772384.

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Guardiola-Rivera, Oscar. "Practical consciousness : Marx, mind and the problem of ethics." Thesis, University of Aberdeen, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300672.

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The nature of this study is two-fold. Firstly, it is a critique of the ontological assumptions implicit in the neo-Kantian intellectualism which dominates philosophy of mind and cognitive science. As such, it is based upon the criticism against external causalism developed in the last three decades by the Critical Realists in the Anglophone world and some accounts of the history of science and philosophy on the continent. On this basis, the study proposes a materialist approach to the mind which brings together Marxian sociocultural theory of the mind and cognitive science's neurocomputational model. Thus, human beings are conceived as both a social construction and a formal device which can and must be accounted for in terms of productive efficiency rather than any kind of external causality. This study focuses on the materialist ontology of dynamic processes and the embodied nature of thinking, particularly on dialectics as a mediation through language of the internal processes and the external world, and on the actual relevance of Marx's notions of 'passion' or affects and 'practical consciousness'. Secondly, this thesis also studies the nature of the mind in relation to the life of the body, preliminary to a future Ethics whose aim is to consider the form in which passions are used for the political purposes of producing and maintaining, with the manufactured consent of the multitude, authoritarian social formations. Some of the features of such an 'Ethics of Self-valorization' are discussed here. It opposes the transcendental option, considered to be based on a notion of causality which leads it to present the forms of jurisprudence and other ego-ethnocentric discourses as the rational forms. Similar ontological options impede this doctrine from considering the productive role of passions, which are conceived merely as pathological events to be policed by reason and the categorical power of the law. Therefore it does not allow the kind of analysis of the potential of passions that this study aims to make possible.
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Gomez, Mayra L. "Empowering Latin Youth Through Development of Their Critical Consciousness." Thesis, Lewis and Clark College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742919.

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One in every four students in the United States is Latin@, yet approximately half of Latin@ students fail to complete a high school diploma within four years. By 2020, Latin@s will comprise approximately 50% of the population of the United States, which will lead to the “Latinization” of K-12 schools. Despite being such a large part of the U.S. population, only 13% of Latin@s graduate college (Irizarry & Donaldson, 2012).

In Oregon, the graduation rate for the 2015-2016 four-year cohort was 73.8%; for Latin@s, the graduation rate was 67.4% (Oregon Department of Education, 2017). In 2015-2016, the River County School District had a graduation rate of 70.8% for the overall four-year cohort, but only 59.4% of the Latin@ students within that four-year cohort. Oregon mirrors the United States in that Latin@s continue to make up a growing percentage of the overall population in Oregon. Every day that Oregon public schools struggle to provide a high school education with high expectations for Latin@ students is another day of jeopardizing the future of Oregon.

This qualitative action research aimed to explore the development of critical consciousness in Latin@ ninth grade students at a comprehensive high school through a CRT and LatCrit lens. This study intended to change ninth grade, first-generation, U.S. born high school students’ position in their own education process, to empower students to consider their own educational point of view, to analyze their own and their peers’ points of view, and to organize opportunities to share their point of view with teachers and school district leaders in order to advocate for their educational needs and rights and to liberate themselves from marginalizing experiences in high school. The intention of this critical action research is to empower students to identify and advocate for their own academic success.

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Cuti, Linsey A. Hawkins Bruce Wayne. "Filling a curricular gap with a critical consciousness of language." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196664.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: Bruce Hawkins (chair), Lee Brasseur, Jim Meyer. Includes bibliographical references (leaves 124-129) and abstract. Also available in print.
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Turner-Essel, Laura D. "Critical Consciousness Development of Black Women Activists: A Qualitative Examination." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1340049818.

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Burkart, Jennifer. "May Ayim and Alev Tekinay writing to raise critical consciousness /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=685.

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Smith, Spencer J. "To Build Maps of Writing and Critical Consciousness: Transfer in Writing Studies & Critical Pedagogies." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490294362562497.

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Almutairi, Eman. "Women’s Right and Education in Saudi Arabia: Raising Critical Consciousness in Arabic Studies Courses in Female High Schools in Saudi Arabia." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/education_dissertations/7.

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This is a qualitative research study that investigated the understanding of the concept of “critical consciousness” by female teachers teaching Arabic in Saudi Arabia’s high schools, the opportunity they have to develop critical consciousness, and how and why they develop it. The researcher engaged in semi-structured interviews with 25 female teachers who have at least nine years teaching experiences. The findings revealed that these teachers: (a) have a collective sense of the importance of critical consciousness skills to better themselves and Saudi Arabian society; (b) they are interested in and motivated to develop their critical thinking skills; (c) they develop critical consciousness in informal ways; and (d) the teaching practice in Saudi Arabia mostly relies on “banking education.” This is an unprecedented study in the field of students’ critical consciousness development in Saudi Arabia. The results have a number of important implications for future work and research in Saudi Arabia, as well as in neighboring countries that share similar complications related to the role and status of women in society.
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Books on the topic "Critical consciousness"

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Freire, Paulo. Education for critical consciousness. New York: Continuum, 2002.

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Freire, Paulo. Education for critical consciousness. London: Sheed& Ward, 1990.

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Yancy, George, ed. Educating for Critical Consciousness. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429431654.

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Academic discourse and critical consciousness. Pittsburgh: University of Pittsburgh Press, 1992.

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Progler, Yusef. Books for critical consciousness: Forty reviews. [Penang], Pulau Pinang, Malaysia: Citizens International, 2010.

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Dorner, Lisa M., Deborah Palmer, Emily R. Crawford, Claudia G. Cervantes-Soon, and Dan Heiman. Critical Consciousness in Dual Language Bilingual Education. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003240594.

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Critical race consciousness: Reconsidering American ideologies of racial justice. Boulder, CO: Paradigm Publishers, 2011.

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T, Kannan. Caste violence and dalit consciousness: A critical interpretation of dominance. Bangalore: Institute for Social and Economic Change, 2000.

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Au, Wayne. Critical curriculum studies: Education, consciousness, and the politics of knowing. New York: Routledge, 2012.

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Who can afford critical consciousness?: Practicing a pedagogy of humility. Cresskill, N.J: Hampton Press, 2004.

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Book chapters on the topic "Critical consciousness"

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Laverack, Glenn. "Critical Consciousness." In A–Z of Health Promotion, 38–39. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-35049-7_14.

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Godfrey, Erin B., and Jason R. D. Rarick. "Critical Consciousness." In Encyclopedia of Adolescence, 1–10. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_809-1.

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Godfrey, Erin B., and Jason R. D. Rarick. "Critical Consciousness." In Encyclopedia of Adolescence, 804–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_809.

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Santos, Carlos Oliveira, and Luísa Godinho. "Critical Consciousness Raising." In The Palgrave Encyclopedia of Social Marketing, 1–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-14449-4_70-1.

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Ratner, Carl. "False Consciousness." In Encyclopedia of Critical Psychology, 673–85. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_523.

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Montero, Maritza. "Consciousness, Overview." In Encyclopedia of Critical Psychology, 303–7. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_560.

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Yu, Nilan. "Consciousness-raising and critical practice." In Consciousness-Raising, 1–13. Abingdon, Oxon; New York, NY: Routledge, 2018. | Series: Routledge advances in social work: Routledge, 2018. http://dx.doi.org/10.4324/9781315107851-1.

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Yu, Nilan. "Critical consciousness and social change." In Consciousness-Raising, 152–65. Abingdon, Oxon; New York, NY: Routledge, 2018. | Series: Routledge advances in social work: Routledge, 2018. http://dx.doi.org/10.4324/9781315107851-10.

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Larson, Paul. "Consciousness-Raising Groups." In Encyclopedia of Critical Psychology, 308–11. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_603.

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Beck, Dave, and Rod Purcell. "Freire and Critical Consciousness." In Community Development for Social Change, 64–70. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315528618-12.

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Conference papers on the topic "Critical consciousness"

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Gitlin, Andrew. "TECHNOLOGY, CRITICAL CONSCIOUSNESS AND ENGAGEMENT." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0144.

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Schell, Robin. "Toward Critical Consciousness: The Transcategorical and Dynamic Consciousness of Refugee English Learners." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580572.

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Halabi, Rabah. "The dialogical approach: education for critical consciousness." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5471.

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Walker, William. "Impact of Social-Emotional Learning on Critical Consciousness." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892003.

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Carlay, Denicia. "Fostering Healing Through Critical Consciousness for System-Involved Youth." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581904.

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Bhansari, Rachel. "Fostering Collective Critical Consciousness for Novice Dual Language Teachers." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685719.

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Schneider, Melissa. "The Development of the Critical Consciousness of Teaching Measure." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690033.

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Hesse, Caroline. ""Not Enough": Critical Consciousness in Dual-Language Bilingual Education." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894783.

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Dunwoody, Dana. "Praxticing Critical Coaching: Disrupting Traditional Youth Sport Coaching With Social Justice and Critical Consciousness." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576195.

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Turner, Franklin. "Multicultural Distress, Critical Consciousness, and Everyday Racism Among Undergraduate Students." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893177.

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Reports on the topic "Critical consciousness"

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Wallin-Ruschman, Jennifer. A Girl Power Study: Looking and Listening to the Role of Emotions and Relationality in Developing Critical Consciousness. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1836.

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Ivanyshyn, Petro. BASIC CONCEPTS OF YEVHEN MALANIUK’S NATIONAL-PHILOSOPHICAL INTERPRETATION: ESEISTIC DISCOURSE. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11070.

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The purpose of the research is to outline the structure of the main methodological ideas within the frames of interpretive thinking in the essay of the famous Vistnyk’s writer, critic and essayist Yevhen Malaniuk. Considering the purpose and tasks of the studio, an interdisciplinary methodological base, related to the author’s “national approach”, has been worked out. The epistemological potential of national philosophy as a philosophy of national existence, national science as a theory of nation, hermeneutics as a theory and practice of interpretation and post-colonialism as interpretation of cultural phenomena from the standpoint of anti- and post-imperial consciousness are used in the work. The scientific novelty is that on the basis of the previous hermeneutic generalization and definition of national-existential methodology, a propaedeutic outlining of the structure of national-philosophical concepts within the frames of the essayistic interpretation of reality in Ye. Malaniuk is proposed. In the methodological sense, the writer’s essayism is structured by such concepts as nation-centrism, idealism, voluntarism, heroism, and can be considered as one of the variants (close by the experiences of D. Dontsov, Yu. Lypa, M. Mukhyn, etc.) of the Vistnyk’s national-philosophical (national-existential, nationalistic or nation-centric) hermeneutics, that is, the way of understanding, which the author by himself outlined as a “national approach”. The support of Ye. Malaniuk as a culture-philosopher and exegete on the eternal nation-centric values and criteria in his essayistic studies makes his reflections not only historically interesting, but also theoretically productive, classically important for the development of modern Ukrainian hermeneutics and humanities in general.
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