Swipe om te navigeren naar een ander artikel
Brazilian philosopher-educator Paulo Freire defined critical consciousness as the ability to engage in reflection and action upon the world in order to transform it. A growing body of research has found that critical consciousness is predictive of a number of important academic and civic outcomes in adolescents from oppressed groups. The present mixed methods study considered the critical consciousness development of 335 adolescents (57% female, 92% African American or Latinx) attending urban secondary schools that sought to foster their students’ critical consciousness, but featured five different pedagogical approaches. We hypothesized that considering these adolescents’ critical consciousness development through a character lens would highlight ways in which different schooling models contribute differentially to their students’ development of the intellectual, performance, and civic dimensions of critical consciousness. Longitudinal analyses revealed significant differences in the critical consciousness development of adolescents attending different schooling models along these dimensions. Interviews with adolescents and field work conducted at their schools offered insight into the programming and practices that may have contributed to these differences in students’ critical consciousness development.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134. CrossRef
Adair, J., & Pastori, G. (2011). Developing qualitative coding frameworks for educational research: Immigration, education and the Children’s Crossing Borders Project. International Journal of Research & Method in Education, 34(1), 31–47. CrossRef
Baehr, J. (2013). Educating for intellectual virtues: From theory to practice. Journal of the Philosophy of Education, 47(2), 248–262. CrossRef
Berkowitz, M. W., Harris, K. R., Graham, S., Urdan, T., Graham, S., Royer, J. M., & Zeidner, M. (2012). APA educational psychology handbook, Vol. 2: Individual differences in cultural and contextual factors. In Harris K. R., Graham S., & Urdan T (Eds.). APA handbooks in psychology (pp. 247–264). Washington DC: American Psychological Association. viii.
Berkowitz, M. W., & Puka, B. (2009). Dissent and character education. In M. Gordon (Ed.). Reclaiming dissent: Civic education and the 21st century (pp. 107–130). Amsterdam: Sense Publishers.
Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society, and culture. London: Sage Publications.
Carter, S. (2000). No excuses: Lessons from 21 high performing schools. Washington DC: Heritage Foundation.
Coalition of Essential Schools (2015). Coalition of essential schools: Common principles, http://essentialschools/org/common-principles/. Accessed 23 Jul 2015.
Cohen, C. (2010). Democracy remixed. Oxford: Oxford University Press.
Corning, A. F., & Myers, D. J. (2002). Individual orientation toward engagement in social action. Political Psychology, 23(4), 703–729. CrossRef
Crocker, J., & Major, B. (1989). Social stigma and self-esteem: The self-protective properties of stigma. Psychological Review, 96, 608–630. CrossRef
Damon, W. (2009). The why question: Teachers can instill a sense of purpose. Education Next, 9(3), 84.
Diemer, M., & Hsieh, C. (2008). Sociopolitical development and vocational expectations among lower socioeconomic status adolescents of color. The Career Development Quarterly, 56(3), 257–267. CrossRef
Diemer, M., Rapa, L., Park, C., & Perry, J. (2014). Development and validation of a critical consciousness scale. Youth & Society, Online First, in press, 1–23.
Duckworth, A., & Levin, D. (2015). Social intelligence, http://www.characterlab.org/social-emotional-intelligence. Accessed 25 May 2016.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality Assessment, 91, 166–174. CrossRef
Duncan-Andrade, J., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. New York, NY: Peter Lang Publishing.
Dweck, C.S., Walton, G.M., & Cohen, G.L. (2011). Academic tenacity: Mindsets and skills that promote long-term learning. Retrieved from the Bill and Melinda Gates Foundation. https://ed.stanford.edu/sites/default/files/manual/dweck-walton-cohen-2014.pdf.
Erikson, E. H. (1968). Identity, youth and crisis. New York: W. W. Norton Company.
EL Education (2011). Expeditionary learning core practices: A vision for improving schools, http://elschools.org/. Accessed 23 Jul 2015.
Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago, IL: University of Chicago Consortium on Chicago School Research.
Fischman, W., Schutte, D. A., Solomon, B., & Wu Lam, G. (2001). The development of an enduring commitment to service work. New Directions for Child and Adolescent Development, 93, 33–44. CrossRef
Freire, P. (1970). The adult literacy process as cultural action for freedom. Harvard Educational Review, 40(2), 205–225. CrossRef
Freire, P. (1973). Education for critical consciousness. New York, NY: Continuum.
Ginwright, S. (2010). Black youth rising: Activism and racial healing in urban America. New York: Teachers College Press.
Gurin, P., Nagda, B., & Zuniga, X. (2011). Dialogue across difference: Practice, theory and research on intergroup dialogue. New York, NY: Russell Sage.
Hedlund, J., Forsythe, G. B., Horvath, J. A., Williams, W. M., Snook, S., & Sternberg, R. J. (2003). Identifying and assessing tacit knowledge: Understanding the practical intelligence of military leaders. Leadership Quarterly, 14, 117–140. CrossRef
Jenkins, K. (2005). Gender and civic engagement: Secondary analysis of survey data: CIRCLE Working Paper 41, http://eric.ed.gov/?id=ED494075. Accessed 19 July 2016
Jones, K., & Day, J. D. (1997). Discrimination of two aspects of cognitive-social intelligence from academic intelligence. Journal of Educational Psychology, 89, 457–462. CrossRef
Klandersman, B., & Oegema, D. (1987). Potentials, networks, motivations, and barriers: Steps towards participation in social movements. American Sociological Review, 52(4), 519–531. CrossRef
Kohlberg, L. (1975). Moral education for a society in moral transition. Educational Leadership , 46–54.
Kohn, A. (2014). The downside of grit. Washington Post.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.
McAdam, D. (1986). Recruitment to high-risk activism: The case of freedom summer. American Journal of Sociology, 92(1), 64–90. CrossRef
McGrath, R. (2015). Integrating psychological and cultural perspectives on virtue. Journal of Positive Psychology, 10(5), 407–425. CrossRef
McLellan, E. (1999). Moral education in America: Schools and the shaping of character from colonial times to the present. New York: Teachers College Press.
Miles, M., & Huberman, A. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
NPR-Kaiser-Harvard (2001). National survey on poverty in America, http://www.kff.org/kaiserpolls. Accessed 1 Oct 2009.
O’Connor, C. (1997). Dispositions toward (collective) struggle and resilience in the inner-city. American Educational Research Journal, 34(4), 593–629. CrossRef
O’Leary, A., & Romero, A. (2011). Chicano/a students respond to Arizona’s anti-ethnic studies bill, SB1108. Aztlan, 36(1), 9–36.
Oyserman, D., Harrison, K., & Bybee, D. (2001). Can racial identity be promotive of academic efficacy?. International Journal of Behavioral Development, 25(4), 379–385. CrossRef
Oyserman, D., Gant, L., & Ager, J. (1995). A socially contextualized model of African American identity: Possible selves and school persistence. Journal of Personality and Social Psychology, 69(6), 1216–1232. CrossRef
Pancer, S., Pratt, M., Hunsberger, B., & Alisat, S. (2007). Community and political involvement in adolescence: What distinguishes the activists from the uninvolved? Journal of Community Psychology, 35(6), 741–759. CrossRef
Ramos-Zayas, A. (2003). National performances: The politics of class, race and space in Puerto Rico. Chicago, IL: University of Chicago Press.
Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco: Jossey-Bass.
Ryan, G., & Bernard, H. (2003). Techniques to identify themes. Field Methods, 15(1), 85–109. CrossRef
Ryff, C. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081. CrossRef
Scott, L. D. (2004). Correlates of coping with perceived discriminatory experiences among African American adolescents. Journal of Adolescence, 27(2), 748–794. CrossRef
Seider, S. (2007). Catalyzing a commitment to community service in emerging adults. Journal of Adolescent Research, 22(6), 612–639. CrossRef
Seider, S. (2012). Character compass: How powerful school culture can point students toward success. Cambridge, MA: Harvard Education Press.
Shields, D. L. (2011). Character as the aim of education. Phi Delta Kappan, 92(8), 48–53. CrossRef
Shor, I. (1987). Freire for the classroom. Portsmouth, NH: Boynton.
Sizer, T. (1984). Horace’s compromise. New York, NY: Mariner Books.
Sternberg, R. J. (2011). College admissions for the 21st century. Cambridge, MA: Harvard University Press.
Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge, UK: Cambridge University Press. CrossRef
Stryker, S. (2000). Identity competition: Key to differential social movement involvement. In Stryker, S., Owens, T., & White, R (Eds.). Identity, self, and social movements (pp. 21–40). Minneapolis, MN: University of Minnesota Press.
Tenopyr, M. L. (1967). Race and socioeconomic status as moderators in predicting machine-shop training success, Presented at the 75 th Annual Convention of the APA. Washington DC.
Wang, J., Hilliard, L. J., Hershberg, R. M., Bowers, E. P., Chase, P. A., Champine, R. B., Buckingham, M. H., Braun, D. A., Gelgoot, E. S., & Lerner, R. M. (2015). Character in childhood and early adolescence: Models and measurement. Journal of Moral Education, 44(2), 165–197.
Watts, R., Diemer, M., & Voight, A. (2011). Critical consciousness: Current status and future directions. New Directions for Child and Adolescent Development, 134, 43–57. CrossRef
Watts, R., & Flanagan, C. (2007). Pushing the envelope on youth civic engagement: A developmental and liberation psychology perspective. Journal of Community Psychology, 35(6), 779–792. CrossRef
Watts, R., Griffith, D., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression: A theory. American Journal of Community Psychology, 27(2), 255–271. CrossRef
Youniss, J., & Yates, M. (1997). Community service and social responsibility in youth. Chicago, IL: The University of Chicago Press.
- Investigating Adolescents’ Critical Consciousness Development through a Character Framework
- Springer US