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Journal articles on the topic 'Critical consciousness'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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8

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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9

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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11

Pollard, Barbara. "Exploring the Impact of Critical Pedagogy: Do Preservice Teachers Develop Critical Consciousness when Taught by Critical Pedagogues?" Canadian Journal of Action Research 20, no. 3 (September 4, 2020): 74–100. http://dx.doi.org/10.33524/cjar.v20i3.466.

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The study utilized participatory action research and grounded theory methods and methodology to explore how critical pedagogy, as practiced by a small group of university education professors, shapes and influences the development of a critical consciousness among preservice teachers. Although there were some ‘conscious raising’ learning experiences, which are highlighted in this paper, the majority of preservice teachers exited the program with limited levels of critical consciousness. This paper discusses some of the pedagogical practices that hindered and enhanced preservice teacher conscious raising as well as the exit data which conveyed three variant levels of critical consciousness.

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Franklin, A. Todd. "Schoolin’: Critical Consciousness, Black Consciousness and the Pedagogies of Transformation." International Journal of Learning: Annual Review 17, no. 8 (2010): 493–502. http://dx.doi.org/10.18848/1447-9494/cgp/v17i08/47207.

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Kosutic, Iva, Marisol Garcia, Tiffany Graves, Francesca Barnett, Johanna Hall, Erin Haley, Justin Rock, Amber Bathon, and Bethany Kaiser. "The Critical Genogram: A Tool for Promoting Critical Consciousness." Journal of Feminist Family Therapy 21, no. 3 (August 17, 2009): 151–76. http://dx.doi.org/10.1080/08952830903079037.

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14

Dessingué, Alexandre, and Ketil Knutsen. "Empowering Critical Memory Consciousness in Education." Journal of Educational Media, Memory, and Society 13, no. 2 (September 1, 2021): 95–113. http://dx.doi.org/10.3167/jemms.2021.130205.

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This article addresses memory studies from an educational perspective. In order to encourage pupils and students as independent agents in memory cultures they are part of, it is not enough to (as history education prescribes) learn history as a narrative about the past based on official sources or via the analyses of different uses of history. Rather, today history should also be considered as one of many different dynamic memory acts that define and redefine the past and the societies we live in. We therefore develop the concept of critical memory consciousness and argue for a memory pedagogy that gives learners the possibility to analyze memories that arise out of collective, cultural, and dialogic processes.

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15

Ditchfield, Lynn Glixon. "Borders to Bridges: Awakening Critical Consciousness." Radical Teacher 120 (August 18, 2021): 32–41. http://dx.doi.org/10.5195/rt.2021.871.

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Concerned educators seek ways to counter the myths, mistrust, false rumors, ignorance and fears surrounding issues of immigration, migration, race and ethnicity that have so negatively affected our students, schools and communities. This article presents an approach through a sample lesson plan, framework and synopsis of content and theoretical underpinnings of the chapters of Borders to Bridges: Creativity-Based Immigration Curriculum Guidebook. The guidebook and successful pilot program challenge the standardized “teach-to-the-test” narrative by proposing a student-directed curriculum which utilizes creativity to awaken critical consciousness.

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16

Boeve, Lieven. "Critical Consciousness in the Postmodern Condition." Philosophy and Theology 10, no. 2 (1997): 449–68. http://dx.doi.org/10.5840/philtheol199710223.

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Zaidi, Zareen, Rashmi Vyas, Danielle Verstegen, Page Morahan, and Tim Dornan. "Medical Education to Enhance Critical Consciousness." Academic Medicine 92 (November 2017): S93—S99. http://dx.doi.org/10.1097/acm.0000000000001907.

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18

Maher, Brendan A. "Psychiatry, False Consciousness, and Critical Theory." Contemporary Psychology: A Journal of Reviews 33, no. 12 (December 1988): 1059–61. http://dx.doi.org/10.1037/026322.

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19

Airhihenbuwa, Collins O. "Culture, Health Education, and Critical Consciousness." Journal of Health Education 26, no. 5 (October 1995): 317–19. http://dx.doi.org/10.1080/10556699.1995.10603125.

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20

Olsson, I. Anna S., and Björn Forkman. "No credible consciousness without critical thinking." EMBO reports 13, no. 4 (March 2, 2012): 289. http://dx.doi.org/10.1038/embor.2012.20.

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21

Stinnett, Jerry. "From Commonplaces to Consciousness." Pedagogy 20, no. 1 (January 1, 2020): 171–83. http://dx.doi.org/10.1215/15314200-7879189.

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In many ways, the transformative character of developing critical consciousness reflects the dynamics of acquiring threshold concepts. Drawing from research into threshold concept acquisition, the author argues that critical first-year composition instruction can more effectively scaffold students into critical perspectives by linking critical pedagogy more closely with efforts to develop students’ rhetorical meta-awareness of writing.

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22

Paris, William. "Crisis Consciousness, Utopian Consciousness, and the Struggle for Racial Justice." Puncta 5, no. 4 (2022): 144–66. http://dx.doi.org/10.5399/pjcp.v5i4.10.

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The question of how to theorize the relationship between consciousness and the social transformation of racism remains vexed. Most critical theories agree that some form of critical consciousness is necessary for the transformation of social life, but disagree about whether this change is sufficient. Furthermore, they disagree about whether the content of this change is at the level of cognitive beliefs, active ignorance, or ideology. In this article, I describe most accounts of social transformation of racism as relying upon what I call awareness consciousness. I argue that the model of awareness consciousness in critical theory risks giving too much explanatory power to the role of self-knowledge in developing accounts of successful social transformation. In contrast, I defend an account of critical consciousness that emphasizes the primacy of social structures in constraining and enabling our practices. When social structures can no longer support our horizons of expectation there is the possibility for the development of what I call crisis consciousness and utopian consciousness. The materialist account I deploy locates the social transformation of racism in the experience of dysfunctional institutions and the consequent insight of how to collectively develop functional institutions that can enable new forms of social practice.

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23

Mulkey, Malissa. "Understanding Disorders of Consciousness: Opportunities for Critical Care Nurses." Critical Care Nurse 41, no. 6 (December 1, 2021): 36–44. http://dx.doi.org/10.4037/ccn2021344.

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Background Disorders of consciousness are powerful predictors of outcomes including mortality among critically ill patients. Encephalopathy, delirium, and coma are disorders of consciousness frequently encountered by critical care nurses but often classified incorrectly. Objective To provide a greater understanding of disorders of consciousness and to provide standardized assessments and nursing interventions for these disorders. Methods A literature search was conducted by using the terms consciousness, mental status, awareness, arousal, wakefulness, assessment, disorders of consciousness, delirium, encephalopathy, coma, vegetative state, and minimal consciousness. Articles were published in the past 10 years in CINAHL and PubMed. Articles were excluded if they were not in English or directly related to caring for patients with a disorder of consciousness. The remaining 142 articles were evaluated for inclusion; 81 articles received full review. Results A disorder of consciousness signifies that the threshold for compensation has been surpassed with potentially irreversible damage. Altered thalamocortical interactions and reduced cortical activity impair communication networks across the various parts of the brain, causing a disturbance in consciousness. Discussion The cue-response theory is a model that describes the process and impact of nursing care on recovery from acute brain injury. Appropriate standardized assessments and interventions must be used to manage altered levels of consciousness in critically ill patients. Conclusions Paying close attention to neurological changes and monitoring them with standardized assessments are critical to implementing early measures to prevent complications.

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24

Stubbs, Carolyn, and Hallet Hullinger. "Developing critical consciousness in students for cultural transformation." Journal of the Scholarship of Teaching and Learning for Christians in Higher Education 12, no. 1 (June 14, 2022): 9–31. http://dx.doi.org/10.31380/sotlched.12.1.9.

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In this paper, we address the need for developing critical consciousness in students in institutions of learning. Grounded in Freire’s thoughts on critical pedagogy and drawing from studies and research on critical consciousness, we contend that developing students who transform culture must involve raising their level of critical awareness and increasing social engagement and critical action. This paper examines the literature on critical consciousness development and draws attention to factors that are necessary for developing critical consciousness in students. Special attention is given to creating a curriculum and school culture that result in students who are critically aware and engaged in addressing social issues. A model for critical consciousness development is provided with recommendations for administrators, teachers, and curriculum designers.

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25

Gonzalez, Maru, Michael Kokozos, Christy M. Byrd, and Katherine E. McKee. "Critical Positive Youth Development: A Framework for Centering Critical Consciousness." Journal of Youth Development 15, no. 6 (December 15, 2020): 24–43. http://dx.doi.org/10.5195/jyd.2020.859.

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While positive youth development (PYD) has proven beneficial in developing youth’s strengths, fomenting youth–adult partnerships, and cultivating leadership, missing from the framework is a critical understanding of the role and impact of power, privilege, and oppression on young people’s development and lived experiences. To address this absence, we developed a critical positive youth development (CPYD) framework. Bridging positive youth development (PYD) with critical theory, CPYD positions critical consciousness—consisting of critical reflection, political efficacy, and critical action—as the 7th C of PYD and as integral to both the learning process and healthy socioemotional development. This paper introduces the CPYD framework and examines implications and applications for practitioners, including exploring the role of storytelling as an effective method through which to apply CPYD and highlighting one specific example.

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26

Jemal, Alexis. "Critical Consciousness: A Critique and Critical Analysis of the Literature." Urban Review 49, no. 4 (May 2, 2017): 602–26. http://dx.doi.org/10.1007/s11256-017-0411-3.

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27

Rociola, Giuseppe Francesco. "Matter, material, architecture. The tectonic conception between spontaneous consciousness and critical consciousness." VITRUVIO - International Journal of Architectural Technology and Sustainability 2, no. 2 (December 21, 2017): 35. http://dx.doi.org/10.4995/vitruvio-ijats.2017.8745.

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<p>Talking about of place and matter as indissoluble terms of architectural practice could at first appear tautological, because of the essential link that makes them participating in the construction of anthropic structures. But nowadays it has become of utmost importance to emphasize it, in the light of the profound changes that concern the architecture in the last decades, during which the importance of technology as a value in itself that summarizes all the meanings of the project has questioned the link always existed among materials, building and language, as expression of a type-morphological world in which to recognize themselves collectively. In this sense it may be useful to analyze some nodal points characterizing developments and discontinuities of this relationship, to investigate the role of memory as a "working theme" of architecture, performed above all through materials, and to highlight the importance to seek a critical link between place and type read in the ontological dimension of the building, that has no nostalgic or historiographical purpose, but on the contrary it is necessary to root the project into a cultural palimpsest that allows the present of construction to be dense of social meanings.</p>

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Alajlan, Sarah M., and Obaidalah H. Aljohani. "Critical Consciousness and Empowerment Issues in Undergraduate Classrooms." International Journal of Adult Vocational Education and Technology 10, no. 2 (April 2019): 17–24. http://dx.doi.org/10.4018/ijavet.2019040102.

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It is important to practice critical skills in the classroom in order to empower learners and to have a critical consciousness, such as critical thinking, dialogue, and problem solving. In the present study, undergraduate students' perceptions (by gender) of the practice of critical consciousness in the classroom at Taif University, Saudi Arabia is investigated. Freire's conceptualization of critical consciousness is used as the study's theoretical framework. That conceptualization is focused on critical thinking, dialogue, and problem-solving. A quantitative approach is utilized with a self-administered questionnaire in collecting data from the respondents. The results of this study indicated that Saudi undergraduate students' perspective was positive about the practice of the three elements of critical consciousness. Furthermore, there were statistically significant differences at α = 0.05 among undergraduate students' perspective on the practice of critical consciousness, including dialogue, critical thinking, and the total practice based on their gender. The direction of the differences was a benefit for females.

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29

Dillon, David. "Theatre and Critical Consciousness in Teacher Education." LEARNing Landscapes 2, no. 1 (February 1, 2008): 179–94. http://dx.doi.org/10.36510/learnland.v2i1.283.

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Education for social justice, or critical pedagogy, is designed to empower learners and often uses the arts as primary pedagogical means. It has gained increasing attention in teacher education in recent years. However, the author’s use of critical approaches to theatre with teacher education students raised serious questions about their limited level of consciousness, or empowerment, but also alternate possibilities, including theatre, for empowering students during their teacher education programs.

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Wijanarko, Wijanarko, Sarwititi Sarwoprasodjo, and Parlaungan Adil Rangkuti. "Communication of Critical Consciousness in Peasant Movement." Makara Human Behavior Studies in Asia 18, no. 1 (July 1, 2014): 1. http://dx.doi.org/10.7454/mssh.v18i1.3457.

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31

Silver, Ken. "Storytelling, Fun, and Games for Critical Consciousness." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 5, no. 2 (August 1995): 31–38. http://dx.doi.org/10.2190/ns5.2.g.

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32

Hussain, Naveeda. "Building Critical Consciousness through Community Engaged Learning." Undergraduate Journal of Service Learning & Community-Based Research 4 (November 22, 2015): 1–7. http://dx.doi.org/10.56421/ujslcbr.v4i0.209.

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An experience is not necessarily inherently valuable in and of itself, but becomes so because of the meaning the individual involved in that experience is able to make from it. The Community Engaged Learning (CEL) program at the University of Toronto gives students the unique opportunity to implement and build upon the theoretical knowledge learned in class through practical experiences. Students intern with various community-based organizations on social justice initiatives. These internships are complemented with bi-weekly seminars where students develop theoretical grounding in social justice concepts and are given a space to discuss, decompress, and reflect on what they have learned through their experiences.

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33

Doerr-Stevens, Candance, and Melissa Leigh Gibson. "Cultivating critical consciousness through digital video inquiry." Theory Into Practice 60, no. 4 (October 2, 2021): 350–60. http://dx.doi.org/10.1080/00405841.2021.1987096.

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34

Garcia, Marisol, Iva Kosutic, Teresa McDowell, and Stephen A. Anderson. "Raising Critical Consciousness in Family Therapy Supervision." Journal of Feminist Family Therapy 21, no. 1 (February 17, 2009): 18–38. http://dx.doi.org/10.1080/08952830802683673.

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35

Patel, Lisa (Leigh). "Contact zones, problem posing and critical consciousness." Pedagogies: An International Journal 7, no. 4 (October 2012): 333–46. http://dx.doi.org/10.1080/1554480x.2012.715738.

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36

Haddad, Angela T. "Critical Reflexivity, Contradictions and Modern Cuban Consciousness." Acta Sociologica 46, no. 1 (March 2003): 51–68. http://dx.doi.org/10.1177/0001699303046001004.

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Diemer, Matthew A., and Lilyana Ortega. "Social Inclusion and Critical Consciousness in Australia." Australian Journal of Career Development 19, no. 1 (April 2010): 13–17. http://dx.doi.org/10.1177/103841621001900104.

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38

Bradley-Levine, Jill. "Developing Critical Consciousness through Teacher Leader Preparation." Journal of School Leadership 22, no. 4 (July 2012): 751–70. http://dx.doi.org/10.1177/105268461202200404.

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This article presents findings from a qualitative study describing how a cohort of teachers pursuing their master's degree in teacher leadership developed critical consciousness through coursework and the cohort structure. The findings—collected via observations, interviews, and document review— indicate the struggles and conflicts that teachers experience as they develop their beliefs about leadership and become critically conscious.

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Hannay, Alastair. "The Claims of Consciousness: A Critical Survey." Inquiry 30, no. 4 (January 1987): 395–434. http://dx.doi.org/10.1080/00201748708602131.

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Watts, Roderick J., Matthew A. Diemer, and Adam M. Voight. "Critical consciousness: Current status and future directions." New Directions for Child and Adolescent Development 2011, no. 134 (December 2011): 43–57. http://dx.doi.org/10.1002/cd.310.

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Burson, Esther, and Erin B. Godfrey. "Intraminority solidarity: The role of critical consciousness." European Journal of Social Psychology 50, no. 6 (June 24, 2020): 1362–77. http://dx.doi.org/10.1002/ejsp.2679.

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42

Fitri, Ainal, Muhammad Haekal, Almukarramah Almukarramah, and Fitri Meliya Sari. "Sexual violence in Indonesian University: On students’ critical consciousness and agency." Gender Equality: International Journal of Child and Gender Studies 7, no. 2 (September 30, 2021): 153. http://dx.doi.org/10.22373/equality.v7i2.9869.

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This qualitative study analysed how aspects of critical consciousness in students played a role in the issue of sexual violence in a higher education institution. This research involved students, lecturers, and elements of higher education leaders of a university in Aceh, Indonesia. For the data collection method, the researchers used semi-structured interviews. The data was analysed using thematic analysis with the utilization of critical consciousness and student agency concept as the theoretical frameworks. This study found that aspects of critical consciousness played a significant role in dealing with sexual violence issues in university. Without critical consciousness, students would potentially err in analysing the issue of sexual violence. Aspects of students' critical consciousness were also influenced by the structure or discourse of higher education in viewing sexual violence. The tendency of campus to be more concerned with its good reputation also exacerbated the handling and prevention of sexual violence cases. The implication of this research is the finding that critical consciousness and institutional structure influence each other, both positively and negatively. To deal with sexual violence, a university must promote critical consciousness among students and academics, create pro survivors’ discourse and underpin students' agency, and most importantly, strive to cultivate gender equity perspective among university leaders. Future research should focus on investigating effective pedagogy to nurture critical consciousness for supporting the anti-sexual violence agenda in a higher education institution

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DYCHES, JEANNE. "Critical Canon Pedagogy: Applying Disciplinary Inquiry to Cultivate Canonical Critical Consciousness." Harvard Educational Review 88, no. 4 (December 1, 2018): 538–64. http://dx.doi.org/10.17763/1943-5045-88.4.538.

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In this article, Jeanne Dyches investigates the ways in which inquiry models of instruction have failed to provide students with a space in which to grapple with discipline-specific histories and hegemonies. Accordingly, this study offers critical canon pedagogy (CCP) to help students problematize and disrupt the practices specific to a discipline. Drawing from critical curriculum theory and critical Whiteness studies, Dyches details the experiences of high school students who participated in a CCP unit that investigated the disciplinary practices that have marked the teaching of canonical British literature in secondary English classrooms. Dyches shows how the unit provided students with an opportunity to restory their entirely White curriculum and, in doing so, reconsider and resist the traditional narratives and voices of the canon, develop an increased sense of canonical critical consciousness, and demonstrate a sense of discipline-specific agentive identity.

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Abednia, Arman, and Mahsa Izadinia. "Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness." Language Awareness 22, no. 4 (November 2013): 338–52. http://dx.doi.org/10.1080/09658416.2012.733400.

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45

Wardana, Wage. "Pengaruh Metode Pembelajaran dan Kemampuan Berpikir Kritis Terhadap Kesadaran Sejarah Siswa SMA Islam Al Azhar Kelapa Gading Jakarta." Jurnal Pendidikan Sejarah 6, no. 2 (August 30, 2017): 38. http://dx.doi.org/10.21009/jps.062.05.

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The aim of study is to reveal the effect of learning methods and critical thinking style tostudent historical consciousness in Al Azhar Kelapa Gading Senior High School Jakarta. Thisresearch used is the experimental method. Research instrumentation will include a test that will beused to measure students history awareness from instructional methods and critical thinking style ofstudents. As for out come of this research are : (1) Student’s historical consciousness who are usingthe problem solving method will higher than students who used conventional method, (2)There is aninteraction between learning method and critical thinking style toward historical consciousness, (3)Student’s historical consciousness who have a high critical thinking and use a problem solvingmethod are higher than students who have a high critical thinking style using a conventional method,(4) Student’s historical consciousness who have a low critical thinking style and using a problemsolving methods are lower than students who have a high critical thinking style using a conventionalmethods.

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46

Trigger, Bruce G. "‘The loss of innocence’ in historical perspective." Antiquity 72, no. 277 (September 1998): 694–98. http://dx.doi.org/10.1017/s0003598x00087135.

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The dual tasks of this paper are to examine David Clarke’s ideas about the development of archaeology as they relate both to the era when ‘the loss of innocence’ was written and to what has happened since. In his treatment of the history of archaeology offered in that essay, Clarke subscribed to at least two of the key tenets of the behaviourist and utilitarian approaches that dominated the social sciences in the 1960s: neoevolutionism and ecological determinism.Clarke viewed the development of archaeology as following a unilinear sequence of stages from consciousness through self-consciousness to critical self-consciousness. The first stage began with archaeology defining its subject matter and what archaeologists do. As its database and the procedures required for studying it became more elaborate, self-conscious archaeology emerged as a ‘series of divergent and selfreferencing regional schools … with regionally esteemed bodies of archaeological theory and locally preferred forms of description, interpretation and explanation’ (Clarke 1973: 7). At the stage of critical self-consciousness, regionalism was replaced by a conviction that ‘archaeologists hold most of their problems in common and share large areas of general theory within a single discipline’ (1973: 7). Archaeology was now defined by ‘the characteristic forms of its reasoning, the intrinsic nature of its knowledge and information, and its competing theories of concepts and their relationships’ (1973: 7). Clarke looked forward to a fourth (and ultimate?) phase of self-critical self-consciousncss, when the new archaeology would monitor and control its own development.

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47

Reyes Cárdenas, Paniel. "A Critical note on Moral emotions and social moral conflicts." METAFÍSICA Y PERSONA, no. 24 (July 27, 2020): 155–60. http://dx.doi.org/10.24310/metyper.2020.vi24.10037.

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I propose in this critical note to reintegrate the place of moral emotions in the space of reasons by establishing a conception of moral conscience as a high degree of consciousness following Hegel’s ideas on consciousness. The space is significantly enlarged by the emotions of empathy, guilt, shame and compassion, these emotions allow us to bring to consciousness reflective control without jettisoning away negative emotions contrary to these, and, then, in such space we increase reflective control relative to our moral lives.

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48

Diaz, Jeannette. "Developing Critical Global Consciousness in the Psychology Classroom." Psychology Learning & Teaching 11, no. 3 (January 2012): 388–95. http://dx.doi.org/10.2304/plat.2012.11.3.388.

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49

Knipe, Mallory R. "Promoting Critical Consciousness in Undergraduate Social Work Classrooms." Journal of Teaching in Social Work 40, no. 4 (July 29, 2020): 372–84. http://dx.doi.org/10.1080/08841233.2020.1790471.

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50

Carlson, Elizabeth D., Joan Engebretson, and Robert M. Chamberlain. "Photovoice as a Social Process of Critical Consciousness." Qualitative Health Research 16, no. 6 (July 2006): 836–52. http://dx.doi.org/10.1177/1049732306287525.

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