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Journal articles on the topic 'Critical consciousness'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

El-Amin, Aaliyah, Scott Seider, Daren Graves, et al. "Critical consciousness." Phi Delta Kappan 98, no. 5 (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 te

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Ngwenyama, Tandi R. "Critical consciousness." Journal of the American Veterinary Medical Association 261, no. 2 (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 (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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Bussey, Sarah Ross, Aitan Eliach, and Alexis D. Jemal. "Cultivating Critical Consciousness." Advances in Social Work 24, no. 2 (2024): 321–43. http://dx.doi.org/10.18060/27593.

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Anti-Black racism, rooted in white supremacy, is a public health crisis in the US that infects and affects every aspect of life. Critical consciousness (CC) and its derivatives, such as Transformative Potential, have been elucidated as the antidote to the disease of white supremacy. Further, with the current focus on anti-racism and diversity, equity, inclusion, and belonging (DEIB) initiatives, strategies aimed at raising CC are becoming the norm. One strategy to develop critical consciousness is engaging in critical dialogue, difficult conversations that connect macro and micro contexts by e

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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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7

Knipe, Mallory. "The Critical Need for Critical Consciousness: Examining Challenges and Exploring Solutions." Journal of Baccalaureate Social Work 29, no. 1 (2025): 73–86. https://doi.org/10.1891/jbsw-2020092556r.

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Critical consciousness development is vital for social work students striving to gain a better understanding of diversity and difference in society while strengthening their cultural competence. However, several challenges and barriers exist, preventing students from engaging effectively in this multifaceted process of consciousness-raising. This study explored how baccalaureate social work instructors experience challenges and barriers in facilitating critical consciousness development in students as well as methods used to overcome these challenges and promote authentic consciousness-raising

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Charlebois, Justin. "Developing Critical Consciousness Through Film." TESL Canada Journal 26, no. 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 critic

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송주희. "Critical Mind and Consciousness of." EOMUNYEONGU 84, no. ll (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 (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 (2007): 490.2–490. http://dx.doi.org/10.1136/bmj.39143.032801.1f.

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12

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

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13

Chung, Borami. "Yim-mae's Critical Consciousness Revealed." Journal of Korean Oral Literature 68 (March 31, 2023): 217–49. http://dx.doi.org/10.22274/koralit.2023.68.007.

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14

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 (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 conscio

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15

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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Burson, Esther, Erin B. Godfrey, Deanna A. Ibrahim, Hirokazu Yoshikawa, Jerel P. Calzo, and V. Paul Poteat. "Queering Critical Consciousness: Measurement and Implications of Critical Consciousness Among Sexual and Gender Minority Youth." Research in Human Development 21, no. 4 (2024): 264–82. http://dx.doi.org/10.1080/15427609.2024.2412426.

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17

Collins, Carol. "Developing Critical Consciousness: A Personal Reflection." Canadian Journal for the Study of Adult Education 15, no. 1 (2001): 88–103. http://dx.doi.org/10.56105/cjsae.v15i1.1909.

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This article provides a personal reflection on the development of the author's critical consciousness and is meant to trigger debate on the relevance critical consciousness has for adult educators. Freire's stages of consciousness are used to provide a framework for understanding its development. Links between critical consciousness and consciousness raising are examined, and the issue of resistance is explored; these connections are used to discuss praxis involving both thought and action. Examples of the author's actions are used to illustrate how the development of critical consciousness ha

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Kosutic, Iva, Marisol Garcia, Tiffany Graves, et al. "The Critical Genogram: A Tool for Promoting Critical Consciousness." Journal of Feminist Family Therapy 21, no. 3 (2009): 151–76. http://dx.doi.org/10.1080/08952830903079037.

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Praveen, Kumar Myakala. "Consciousness in Machines: A Critical Exploration." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 12 (2024): 5506–12. https://doi.org/10.5281/zenodo.14382550.

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The quest to create artificial consciousness stands as a formidable challenge at the intersection of artificial intelligence and cognitive science. This paper delves into the theoretical underpinnings, methodological approaches, and ethical considerations surrounding the concept of machine consciousness. By integrating insights from computational modeling, neuroscience, and philosophy, we propose a roadmap for comprehending and potentially realizing conscious behavior in artificial systems. Furthermore, we address the critical challenges of validating machine consciousness, ensuring its safe d

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Dessingué, Alexandre, and Ketil Knutsen. "Empowering Critical Memory Consciousness in Education." Journal of Educational Media, Memory, and Society 13, no. 2 (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

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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

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22

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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23

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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24

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

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25

Layne, Anthony. "Education for Critical Consciousness, Paulo Freire." Journal of Educational Thought / Revue de la Pensée Educative 8, no. 3 (2018): 159–61. http://dx.doi.org/10.55016/ojs/jet.v8i3.43740.

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26

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

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27

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

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28

BROUGHTON, ALTA J., NICHOLAS CATANIA, DAVID HOPPEY, and DAVID ALLSOPP. "Cultivating Critical Consciousness in Special Educators: A Conceptual Framework for Understanding Latinx Teacher Candidates’ Critical Consciousness." Multiple Voices for Ethnically Diverse Exceptional Learners 22, no. 2 (2022): 41–60. http://dx.doi.org/10.56829/2158-396x-22.2.41.

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ABSTRACT The majority of teacher preparation for culturally and linguistically diverse student populations has focused on the development of beliefs and attitudes of White general education teachers. This leaves much to be understood as to the development of belief systems of teachers with Latinx heritage and how they relate to their students with disabilities. This study applied theories of critical race theory and funds of knowledge to better understand how the cultural and linguistic backgrounds of our teacher candidates were key to fostering the development of their teacher identities. Thi

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29

Stinnett, Jerry. "From Commonplaces to Consciousness." Pedagogy 20, no. 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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30

Mulkey, Malissa. "Understanding Disorders of Consciousness: Opportunities for Critical Care Nurses." Critical Care Nurse 41, no. 6 (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, de

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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 (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

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32

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 aware

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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 (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-a

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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 (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 t

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

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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 (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-m

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37

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 (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

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38

Murry, Adam, and Mazna Patka. "Critical Consciousness is an Individual Difference: A Test of Measurement Equivalence in American, Ukrainian, and Iranian Universities." Studies in Social Justice 18, no. 1 (2024): 143–64. http://dx.doi.org/10.26522/ssj.v18i1.4051.

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We live in a world in which we are socially, politically, economically, and environmentally connected with other people. Online communication has facilitated people coming together from different parts of the world. In terms of social justice movements, people have come together to share ideas about how they perceive social inequality and how to address it, which is what academics call critical consciousness. While scholars have explored critical consciousness in the American context, whether it operates on a global scale is under-explored. To address this question, we administered the Critica

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Dillon, David. "Theatre and Critical Consciousness in Teacher Education." LEARNing Landscapes 2, no. 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 (2014): 1. http://dx.doi.org/10.7454/mssh.v18i1.3457.

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41

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

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42

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 justi

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43

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

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44

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 (2009): 18–38. http://dx.doi.org/10.1080/08952830802683673.

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45

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

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46

Mooken, Malida. "Developing critical consciousness of epistemic (in)justice." IJAR – International Journal of Action Research 20, no. 2 (2024): 161–73. http://dx.doi.org/10.3224/ijar.v20i2.06.

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Societies and economies are, in part, structured and organised epistemically. However, who has the power to shape key territorial decisions and policies, and based on whose/which knowledges? Whose and which voices, practices, methods, problems, problem definitions and solutions matter in the process? Whose/which knowledge systems are legitimised or delegitimised? These are some of the questions that are raised in this paper on epistemic (in)justice. The discussion contributes to reflections on the development of action research pedagogies and methodologies, in particular on facilitating approa

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47

Haddad, Angela T. "Critical Reflexivity, Contradictions and Modern Cuban Consciousness." Acta Sociologica 46, no. 1 (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 (2010): 13–17. http://dx.doi.org/10.1177/103841621001900104.

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Bradley-Levine, Jill. "Developing Critical Consciousness through Teacher Leader Preparation." Journal of School Leadership 22, no. 4 (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 (1987): 395–434. http://dx.doi.org/10.1080/00201748708602131.

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