The Role of Critical Consciousness in Multicultural Practice: Examining How Its Strength Becomes its Limitation.

Abstract

Given the strengths of developing critical consciousness in multicultural practice, why do roadblocks persist? This article examines how the strengths of developing critical consciousness in multicultural practice can paradoxically become its limitation. Literatures from counseling psychology, clinical psychology, social psychology, social work, feminist theory, and critical theory are integrated in a discussion of the various components and strengths involved in working toward critical consciousness. This literature is then used to discuss some of the cognitive and affective limitations to achieving critical consciousness. Implications for practice are discussed.

Critical Theory as a Framework for Child Welfare Decision-Making: Some Possibilities

“…Healy (1999) concludes ''the power associated with the worker's professional identity is immutable in that it is conferred through their privileged position in the social structure and their access to legitimated forms of power and knowledge'' (p. 120). Pitner and Sakamoto (2005) further develop this idea suggesting critical consciousness requires workers to ''relinquish'' their power and instead ''partner'' with families (p. 685). Where as Cohen (2003) asserts cultural, political and economic influences must be considered when assessing cases in child welfare, Healy (1999) concludes the ability to truly relinquish power is hindered by the social structures that maintain such interactions.…”

“…Reflection is not ''critical'' if it fails to consider the role of social structures in hindering voice and possibility (Fook, 1999;Houston and Campbell, 2001;Spratt & Houston, 1999). Pitner and Sakamoto (2005) explain ''critical consciousness involves the process of continuously reflecting on and examining how our own biases, assumptions, and cultural world-views affect the ways we perceive diversity and power dynamics at a personal level'' (p. 685). Critical consciousness involves a worker's willingness to be reflexive considering his or her own identities and social location.…”

The Critical Genogram: A Tool for Promoting Critical Consciousness

“…Similarly, some have discussed the importance of sensitivity, or a connection between "heart and mind," in the development of critical consciousness. It is sensitivity that allows for empathy and a sense of connection to others and it is sensitivity that promotes reflection and that pushes us to act (Hernandez et al, 2005;Ledwith, 2005;Mustakova-Possardt, 2004;Pitner & Sakamoto, 2005;Watts, Griffith, & Abdul-Adil, 1999). Lastly, action, whether in relationships with others, in everyday acts of resistance to injustice, or through social activism has also been described by many as a vital component of critical consciousness development (Almeida, 2008;Denner, 2001;Freire, 2000;Hernandez et al, 2005;Ledwith, 2005;Watts et al, 1999).…”

Student Attitudes Toward Religious Diversity and Implications for Multicultural Competence

“…Knowledge that enhances understanding of diverse cultures may help to foster critical consciousness (Ortega & Coulborn Faller, 2011;Pitner & Sakamoto, 2005). "Cookbook models of diversity" are heuristics that provide accepted wisdom of diverse groups without considering individual characteristics of people within the group (Pitner & Sakamoto, 2005 p. 689).…”

“…This shift is predicated on the development of a critical consciousness. Critical consciousness requires active reflection upon personal values and biases and then cognitively processing this information in a way that is transformative (Pitner & Sakamoto, 2005). Utilizing critical consciousness as a base, social justice curricula should focus on developing the practice of cultural humility (Chang, Simon, & Dong, 2012;Tervalon & Murray-Garcia, 1998;Yan & Wong, 2005).…”