Reconciling Freedom and Control in the Early Grades: Toward a Critical Consciousness for a Freedom of Choice

Critical Consciousness: A Critique and Critical Analysis of the Literature

“…The intellectual analyses of the sociopolitical and cultural environment permit the identification of oppression and inquiry about its existence (Freire 2000; Watts and Abdul-Adil 1998). This critical awareness incorporates perspectives of relationships between self and society and requires a metacognitive experience in that one must think about their thinking, be aware of the existence of consciousness, and mindful of its ever-evolving process (Houser and Overton 2001). For example, persons with the highest level of CC are aware of their own assumptions shaping interpretations of reality and their responsibility for choices that either sustain or alter that reality (Carlson et al 2006).…”

“…For example, a person who has developed CC will critically inquire into ideologies, philosophies, perceptions, interpretations, and ideas that stem from the mainstream, socially constructed reality (Mejía and Espinosa 2007). Houser and Overton (2001, p. 612) state that CC is “searching beneath and beyond our existing assumptions.” Watt (2007) noted that one with CC will seek opportunities to develop awareness and skills that facilitate effectively addressing issues of social injustice, such as engaging in difficult dialogues that may cause discomfort. Watts and Abdul-Adil (1998) note that CC is the act of critical thinking when applied to the societal realm.…”

“…For example, observing a family member actively resist racism may encourage one to develop CC (O’Connor 1997). For youth’s development of CC, the school setting and peer level of support seems to be an important contributing factor (Diemer et al 2006; Houser and Overton 2001; Lynn et al 1999). Moreover, researchers have noted that the skills needed to develop CC, such as critical thinking skills, can be taught and modeled (Diemer et al 2006; Watts et al 2002).…”

Transformative Consciousness of Health Inequities: Oppression Is a Virus and Critical Consciousness Is the Antidote

“…Transformative consciousness is a person’s level of socio-ecosystemic reflection on: 1) the inequitable elements, factors and causes that perpetuate their identified problem; 2) potential behavioral responses to the inequity within the identified problem; and, 3) the consequences of the inequity for the development and implementation of potential solutions. The definitions of each domain were informed by and synthesized from the CC literature to include: (1) a critical and analytical awareness of one’s sociopolitical and cultural environment to identify the contextual factors and relationships necessary for change (Carlson, Engebretson, & Chamberlain, 2006; Chronister, Wettersten, & Brown, 2004; Houser & Overton, 200; Watts & Abdul-Adil, 1999); (2) competencies that allow the individual to interact with others and with their environment to transform personal and social realities (Diemer & Blustein, 2006; Diemer, Kauffman, Koenig, Trahan, & Chueh-An, 2006; Getzlaf & Osborne, 2010); and, (3) a sense or assessment of the impact of the problem on the individual, the individual’s role in the perpetuation of contextual factors prohibiting change, and the individual’s ability to control these issues (Mustakova-Possardt, 1998; Watts, Diemer, & Voight, 2011). Awareness is a social analysis and conceptual grasp of the different axes along which inequity contributes to the identified problem (Watts & Flanagan, 2007; Thomas et al, 2014).…”

Arts, Aesthetics, and Citizenship Education: Democracy as Experience in a Postmodern World

“…Recent examinations have focused on the role of discourse in democratic societies (e.g., Cherryholmes, 1980;Giroux, 1985;Cary, 2001), the importance of social criticism and critical reflection (e.g., Bickmore, 1999;Ellsworth, 1992;Freire, 1970;Giroux, 1985;McIntosh, 1989), the development of an ethic of care and community (e.g., Noddings, 1992;Houser & Overton, 2001), and the nurturing of social and cultural diversity (e.g., Banks, 1987;Deloria, 1999;Nieto, 2000;Sleeter & Grant, 1994). Today we witness continuing efforts to diversify the curriculum, critique established norms and assumptions, explore vital relationships between self and society, and contemplate the meanings of citizenship education within a larger social, historical, and ecological context (e.g., Houser & Kuzmic, 2001).…”