Developing a critical consciousness: positionality, pedagogy, and problems

Zamudio, Margaret; Bridgeman, Jacquelyn L.; Russell, C. Mario; Ríos, Francisco

doi:10.1080/13613320903362220

Cited by 32 publications

(15 citation statements)

References 5 publications

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“…This element is important in that it refers to the multiple identities and social locations of individuals (in terms of where they come from, the different groups to which they belong, and where they are located in terms of power; Suarez et al, 2008). Social location can include (but is not limited to) the variables of gender, race, ethnicity, sexual orientation, age, generation, regional origin, nationality, linguistic background, and socioeconomic class (Suarez et al, 2008;Zamudio, Bridgeman, Russell, & Rios, 2009). These locational aspects and intersecting identities shape how helping professionals, including social workers, interact with others, perceive social problems, conceptualize interventions, and approach both research and practice.…”

Section: Positionality and Self-reflexivitymentioning

confidence: 99%

Integrating a Transcultural Perspective into the Social Work Curriculum: A Descriptive and Exploratory Study

Drabble

Sen

Oppenheimer³

2012

Journal of Teaching in Social Work

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This paper describes a transcultural perspective, employed by one social work program, as an integrative framework for addressing diversity throughout the curriculum. The transcultural perspective incorporates five interrelated but distinct dimensions: (1) culture (recognizing the importance of culture at all levels of practice);(2) understanding dynamics of power, privilege, and oppression; (3) positionality and self-reflexivity; (4) respectful partnership; and (5) cultural competence (translating principles into culturally responsive practice). Also presented are findings from a study assessing student understanding after delivery of educational modules introducing the transcultural perspective.

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Section: Positionality and Self-reflexivitymentioning

confidence: 99%

Integrating a Transcultural Perspective into the Social Work Curriculum: A Descriptive and Exploratory Study

Drabble

Sen

Oppenheimer³

2012

Journal of Teaching in Social Work

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“…Critical consciousness must strike a balance between reflection and action (hooks, 1994). As such, it begins theoretically in the understanding of the historic, political, economic, and legal structures that influence our world and continues as individuals relate these structures to the ways that people are able to live out their lives (Kincheloe & Steinberg, 2002;Zamudio, Bridgeman, Russell, & Rios, 2009). But just as important as the development of a theoretical understanding is our practical response, or the actions that we take to reduce inequities and construct a more socially just world (Carlson, Engebretson, & Chamberlain, 2006;Kincheloe & Steinberg;Zamudio et al, 2009).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Developing Critical Consciousness through Teacher Leader Preparation

Bradley-Levine¹

2012

Journal of School Leadership

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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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“…This focus on the market and financial stability has led to increased student social and geographical mobility, with ethnically diverse students developing a confidence to study in other countries. This places increased pressure on Higher Education Business Schools to develop an educational experience which differentiates them from their competitors (Zamudio, Bridgeman, Russell, & Rios, 2009). One of the key ways of developing this differentiation is the creation of pedagogy which is consistent, an experience which is enriching and expectations which are fair (Tomalin, 2007;Turner, 2006).…”

Section: Introductionmentioning

confidence: 99%

Culturally Responsive Pedagogy

Pirbhai‐Illich¹,

Pete²,

Martin³

2017

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This book chapter intends to illustrate the complexity of supporting culturally diverse students in UK Higher Education Business Schools and how this complexity is compounded by pedagogy, which is shaped by educational practice that is dominated by aspirations of Western culture. The role that culturally responsive teaching can play as an approach to meeting the educational needs of students whose educational framework and culture are different from western mainstream education is also explored within the context of UK Business Schools. This chapter investigates the cultural constructs of culturally responsive teaching within the structured framework of the five-pillars of Jabbar and Hardaker (2013). We propose, through the identification of the cultural constructs, that within higher education there are gaps within fundamental areas that should be developed to consistently engage with students in a fair, consistent and equitable manner.

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Developing a critical consciousness: positionality, pedagogy, and problems

Cited by 32 publications

References 5 publications

Integrating a Transcultural Perspective into the Social Work Curriculum: A Descriptive and Exploratory Study

Integrating a Transcultural Perspective into the Social Work Curriculum: A Descriptive and Exploratory Study

Developing Critical Consciousness through Teacher Leader Preparation

Culturally Responsive Pedagogy

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