Critical consciousness is the ability to critically analyse societal inequities and to develop the motivation and agency to promote social change. While there has been a proliferation of empirical work on critical consciousness over the last two decades, this is the first volume to consider how we can support youth's critical consciousness development - their ability to recognize and fight injustice. Leading scholars address some of the field's most urgent questions: How does critical consciousness develop? What are the key developmental settings (such as homes, schools, community programs) and societal experiences (racism, policy brutality, immigration, political turmoil) that inform critical consciousness development among youth? Providing novel insights into key school-based, out-of-school-based, and societal contexts that propel youth to greater critical reflection and action, this book will benefit scholars and students in developmental, educational, and community psychology, as well as practitioners working in schools, community-based organizations, and other youth settings.
Rezensionen / Stimmen
'This groundbreaking book pushes the field by articulating how educators, youth workers, and others can foster critical consciousness across disparate contexts and social identities. By carefully attending to contexts, practices, and possibilities, this volume contributes novel and important ideas about 'the hows' of critical consciousness.' Matt Diemer, University of Michigan, USA 'Scholars in this volume advance theory and practice on critical consciousness, how youth (and adults who listen and advocate for them) become aware of injustice and take action to disrupt it. Read and join them in imagining and creating a more just world.' Constance Flanagan, University of Wisconsin, USA
Reihe
Sprache
Verlagsort
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Editions-Typ
Produkt-Hinweis
Fadenheftung
Gewebe-Einband
Illustrationen
Worked examples or Exercises
Maße
Höhe: 229 mm
Breite: 152 mm
Dicke: 21 mm
Gewicht
ISBN-13
978-1-009-15383-6 (9781009153836)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Erin B. Godfrey is Associate Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University, USA. She is co-editor of Critical Consciousness: Expanding Theory and Measurement (2023) and an editorial board member for the Journal of Youth and Adolescence. She won NYU Steinhardt's W. Gabriel Carras Research Award in 2013 and NYU Steinhardt's Griffiths Research Award in 2018. Luke J. Rapa is Assistant Professor in the Department of Education and Human Development at Clemson University, USA. He is co-editor of Developing Critical Consciousness in Youth: Contexts and Settings (2023) and Disproportionality and Social Justice in Education (2022). He was Clemson University's College of Education Junior Researcher of the Year in 2022.
Herausgeber*in
New York University
Clemson University, South Carolina
Introducing the contexts and settings of youth's critical consciousness development Erin B. Godfrey and Luke J. Rapa; Part I. Pedagogical, Curricular and School-Based Contexts: 1. Tools of whiteness and teaching for critical consciousness Daren Graves, Aaliyah El-Amin and Scott Seider; 2. Critical consciousness development in the context of a school-based action civics intervention Parissa J. Ballard, Elena Maker Castro, Juliana E. Karras, Scott Warren and Alison K. Cohen; 3. Critical consciousness in place-based action civics Kathryn Y. Morgan and Brian D. Christens; Part II. Extra-Curricular Contexts: 4. Re-envisioning the 'Big Three': out of school time programs to promote critical consciousness development in youth of color Edmond P. Bowers, Candice W. Bolding, Lidia Y. Monjaras-Gaytan and Bernadette Sanchez; 5. Breaking down the arts: a novel exploration of how varying kinds of arts participation relate to critical consciousness among youth of color Deanna A. Ibrahim, Andrew Nalani and Erin B. Godfrey; 6. Advocacy-based service learning as a context for critical consciousness development Shabnam Javdani, Erin B. Godfrey, Christina Ducat and Selima Jumarali; Part III. Societal Contexts: 7. Critical race consciousness: conceptualizing a model of race-specific critical consciousness among youth Josefina Banales, Adriana Aldana and Elan C. Hope; 8. The quest for racial justice: an overview of research on racism and critical action for youth of color Elan C. Hope, Channing J. Mathews, Alexis S. Briggs and Anitra R. Alexander; 9. Critical consciousness development among undocumented youth: state of the science, historiography of immigration policy and recommendations for research and practice German A. Cadenas, Rafael Martinez Orozco and Carlos Aguilar; 10. Influences of sense of social responsibility, immigrant bargain and immigrant optimism on critical consciousness development among immigrant youth of color Maria Alejandra Arce, Claudia A. Delbasso and Gabriel P. Kuperminc; Concluding thoughts on the role of contexts and settings in youth critical consciousness development Erin B. Godfrey and Luke J. Rapa.
