Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-ttngx Total loading time: 0 Render date: 2024-06-02T03:13:37.845Z Has data issue: false hasContentIssue false

Part I - Pedagogical, Curricular, and School-Based Contexts

Published online by Cambridge University Press:  11 May 2023

Edited by
Erin B. Godfrey  and
Luke J. Rapa
Erin B. Godfrey
Affiliation:
New York University
Luke J. Rapa
Affiliation:
Clemson University, South Carolina
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Developing Critical Consciousness in Youth
Contexts and Settings
 , pp. 15 - 90
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Amos, Y. T. (2011). Teacher dispositions for cultural competence: How should we prepare white teacher candidates for moral responsibility? Action in Teacher Education, 33(5–6), 481–492. https://doi.org/10.1080/01626620.2011.627037.Google Scholar
Baldwin, J. (1962/2013). Another country. Vintage.Google Scholar
Bonilla-Silva, E. (2006). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Rowman & Littlefield Publishers.Google Scholar
Cabrera, N., Milem, J., Jaquette, O., & Marx, R. (2014). Missing the (student achievement) forest for all the (political) trees: Empiricism and the Mexican American studies controversy in Tuscon. American Educational Research Journal, 51(6), 1084–1118. https://doi.org/10.3102/0002831214553705.CrossRefGoogle Scholar
Cammarota, J. (2007). A social justice approach to achievement: Guiding Latina/o students toward educational attainment with a challenging, socially relevant curriculum. Equity & Excellence in Education, 40, 87–96. https://doi.org/10.1080/10665680601015153.Google Scholar
Campbell, D. (2008). Voice in the classroom: How an open classroom climate fosters political engagement among adolescents. Political Behavior, 30(4), 437–454.Google Scholar
Clay, K. L. (2019). “Despite the odds”: Unpacking the politics of Black resilience neoliberalism. American Educational Research Journal, 56(1), 75–110. https://doi.org/10.3102/0002831218790214.CrossRefGoogle Scholar
Crowley, R. M. (2016). Transgressive and negotiated white racial knowledge. International Journal of Qualitative Studies in Education, 29(8), 1016–1029. https://doi.org/10.1080/09518398.2016.1174901.CrossRefGoogle Scholar
DiAngelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Beacon Press.Google Scholar
Dobbs, C. L., Ippolito, J., & Charner-Laird, M. (2017). Scaling up professional learning: Technical expectations and adaptive challenges. Professional Development in Education, 43(5), 729–748. https://doi.org/10.1080/19415257.2016.1238834.Google Scholar
Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181–194. https://doi.org/10.17763/haer.79.2.nu3436017730384w.CrossRefGoogle Scholar
Duncan-Andrade, J., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. Peter Lang Publishing.Google Scholar
El-Amin, A., Seider, S., Graves, D. et al. (2017). Critical consciousness: A key to student achievement. Phi Delta Kappan, 98(5), 18–23. https://doi.org/10.1177/0031721717690360.Google Scholar
Fine, M. (2008). An epilogue of sorts. In Cammarota, J. and Fine, M. (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 213–234). Routledge.Google Scholar
Flanagan, C. A., & Christens, B. D. (2011). Youth civic development: Historical context and emerging issues. New Directions for Child and Adolescent Development, 134, 1–9. https://doi.org/10.1002/cd.307.Google Scholar
Freire, P. (1970). Pedagogy of the oppressed. Continuum.Google Scholar
Godfrey, E. B., & Grayman, J. K. (2014). Teaching citizens: The role of open classroom climate in fostering critical consciousness among Youth. Journal of Youth Adolescence, 43, 1801–1817. https://doi.org/10.1007/s10964-013-0084-5.Google Scholar
Hess, D. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory and Research in Social Education, 30(1), 10–41. https://doi.org/10.1080/00933104.2002.10473177.Google Scholar
Hyland, N. E. (2009). One white teacher’s struggle for culturally relevant pedagogy: The problem of the community. The New Educator, 5(2), 95–112. https://doi.org/10.1080/1547688X.2009.10399567.Google Scholar
Hytten, K., & Warren, J. (2003). Engaging whiteness: How racial power gets reified in education.International Journal of Qualitative Studies in Education, 16(1), 65–89. https://doi.org/10.1080/0951839032000033509a.Google Scholar
Kahne, J., & Westheimer, J. (2003). Teaching democracy: What schools need to do. Phi Delta Kappan, 85(1), 34–67.Google Scholar
Kelly, L. (2013). Hip-hop literature: The politics, poetics, and power of hip-hop in the English classroom. English Journal, 102(5), 50–55.Google Scholar
Kincheloe, J. L. (2008). Critical pedagogy primer (Vol. 1). Peter Lang.Google Scholar
Kirshner, B. (2015). Youth activism in an era of education inequality. New York University Press.Google Scholar
LaDuke, A. E. (2009). Resistance and renegotiation: Preservice teacher interactions with and reactions to multicultural education course content. Multicultural Education, 16(3), 37–44.Google Scholar
Lee, C. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. Teachers College Press.Google Scholar
Leonardo, Z. (2009). Race, whiteness, and education. Routledge.Google Scholar
Lewis, A. E. (2001). There is no “race” in the schoolyard: Color-blind ideology in an (almost) all-white school. American Educational Research Journal, 38(4), 781–811. https://doi.org/10.3102/00028312038004781.Google Scholar
Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.Google Scholar
McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Race, class, and gender, 95–105.Google Scholar
McIntyre, A. (1997). Constructing an image of a white teacher. Teachers College Record, 98(4), 653–681.Google Scholar
Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. Journal of Adolescent & Adult Literacy, 46(1), 72–77.Google Scholar
Picower, B. (2021). Reading, writing, and racism: Disrupting whiteness in teacher education and in the classroom. Beacon Press.Google Scholar
Picower, B., & Kohli, R. (2017). Confronting racism in teacher education. Routledge.Google Scholar
Segall, A., & Garrett, J. (2013). White teachers talking race. Teaching Education, 24(3), 265–291. https://doi.org/10.1080/10476210.2012.704509.Google Scholar
Seider, S., & Graves, D. (2020). Schooling for critical consciousness: Engaging Black and Latinx youth in analyzing, navigating, and challenging racial injustice. Harvard Education Press.Google Scholar
Sleeter, C. E. (1993). How white teachers construct race. In Ladson-Billings, G. & Gillborn, D. (Eds.), The Routledge Falmer reader in multicultural education (pp. 163–178). RoutledgeFalmer.Google Scholar
Staples, B. (2007). Just walk on by: A Black man ponders his power to alter public space. In Mitrašinović, M & Mehta, V (Eds.) (2021). Public Space Reader (1st ed.) (pp. 186–189). Routledge. https://doi.org/10.4324/9781351202558.Google Scholar
Ukpokodu, O. (2011). Developing teachers’ cultural competence: One teacher educator’s practice of unpacking student culturelessness. Action in Teacher Education, 33(5–6), 432–454. https://doi.org/10.1080/01626620.2011.627033.Google Scholar
Ullucci, K. (2011). Learning to see: The development of race and class consciousness in white teachers. Race Ethnicity and Education, 14(4), 561–577. https://doi.org/10.1080/13613324.2010.519982.Google Scholar
Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. New Directions for Child and Adolescent Development, 2011(134), 43–57. https://doi.org/10.1002/cd.310.Google Scholar

References

Aldana, A., Bañales, J., & Richards-Schuster, K. (2019). Youth anti-racist engagement: Conceptualization, development, and validation of an anti-racism action scale. Adolescent Research Review, 4(4), 369–381.Google Scholar
Ballard, P. J., Cohen, A. K., & Littenberg‐Tobias, J. (2016). Action civics for promoting civic development: Main effects of program participation and differences by project characteristics. American Journal of Community Psychology, 58(3–4), 377–390.Google Scholar
Ballard, P. J., Suleiman, A. B., Hoyt, L. T. et al. (2019). Participatory approaches to youth civic interventions in multicultural societies. In Titzmann, P. F. & Jugert, P. (Eds). Youth in Superdiverse Societies (pp. 251–267). Routledge.CrossRefGoogle Scholar
Blevins, B., LeCompte, K. N., Riggers-Piehl, T., Scholten, N., & Magill, K. R. (2020). The impact of an action civics program on the community & political engagement of youth. The Social Studies, 112(3), 146–160. https://doi.org/10.1080/00377996.2020.1854163.CrossRefGoogle Scholar
Clark, S., & Seider, S. (2017). Developing critical curiosity in adolescents. Equity & Excellence in Education, 50(2), 125–141. https://doi.org/10.1080/10665684.2017.1301835.CrossRefGoogle Scholar
Clark, S., & Seider, S. (2020). The role of curiosity in the sociopolitical development of Black and Latinx adolescents. Journal of Research on Adolescence, 30(1), 189–202. https://doi.org/10.1111/jora.12511.Google Scholar
Cohen, A. K., Littenberg-Tobias, J., Ridley-Kerr, A. et al. (2018). Action civics education and civic outcomes for urban youth: An evaluation of the impact of Generation Citizen. Citizenship Teaching & Learning, 13(3), 351–368.Google Scholar
Diemer, M. A. (2020). Pushing the envelope: The who, what, when, and why of critical consciousness. Journal of Applied Developmental Psychology, 70, 1–4. https://doi.org/10.1016/j.appdev.2020.101192.Google Scholar
Diemer, M. A., Rapa, L. J., Voight, A. M., & McWhirter, E. H. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 216–221.Google Scholar
Fitzgerald, J. (2017). Pre-planning civic action: An analysis of civic leaders’ problem solving strategies. Journal of International Social Studies, 6(2), 58–83.Google Scholar
Fitzgerald, J. C., & Andes, S. (2012). Preparing active citizens: Exploring ethical issues of providing educative civic experiences for youth. Issues in Engaged Scholarship, 2, 4–14.Google Scholar
Freire, P. (1973). Education for critical consciousness. Seabury Press.Google Scholar
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans.). Continuum.Google Scholar
Freire, P. (2021). Education for critical consciousness. Bloomsbury Publishing.Google Scholar
Generation Citizen. (n.d.) Everyday Equity. https://generationcitizen.org/everydayequity/.Google Scholar
Generation Citizen. (n.d.) Framework for Action. https://generationcitizen.org/our-approach/framework-for-action/.Google Scholar
Generation Citizen (2019). 360 Civic Learning. https://generationcitizen.org/wp-content/uploads/2019/08/360-Civic-Learning-updated-8.12.19.pdf.Google Scholar
Godfrey, E. B., & Burson, E. (2018). Interrogating the intersections: How intersectional perspectives can inform developmental scholarship on critical consciousness. New Directions for Child and Adolescent Development, 2018 (161), 17–38.Google Scholar
Hazelbaker, T., Brown, C. S., Nenadal, L., & Mistry, R. (2021). Raising white resisters: Studying the development of anti-racist white children and youth [preprint]. https://doi.org/10.31234/osf.io/ej9a5.Google Scholar
Heberle, A. E., Rapa, L. J., & Farago, F. (2020). Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research. Psychological Bulletin, 146(6), 525–551. https://doi.org/10.1037/bul0000230.Google Scholar
Helwig, C. C., Ruck, M. D., & Peterson-Badali, M. (2014). Rights, civil liberties, and democracy across cultures. In Killen, M. & Smetana, J. (Eds.), Handbook of moral development (pp. 46–69). Psychology Press. https://doi.org/10.4324/9780203581957.ch3.Google Scholar
Hershberg, R. M., & Johnson, S. K. (2019). Critical reflection about socioeconomic inequalities among White young men from poor and working-class backgrounds. Developmental Psychology, 55(3), 562–573. https://doi.org/10.1037/dev0000587.Google Scholar
Hope, E. C., & Bañales, J. (2019). Black early adolescent critical reflection of inequitable sociopolitical conditions: A qualitative investigation. Journal of Adolescent Research, 34(2), 167–200. https://doi.org/10.1177/0743558418756360.Google Scholar
Jemal, A. (2017). Critical consciousness: A critique and critical analysis of the literature. The Urban Review, 49(4), 602–626.Google Scholar
Karras, J., Ruck, M. D., Peterson-Badali, M., & Emuka, C. (2022). Being and becoming: Centering the morality of social responsibility through children’s right to participate in society. In Killen, M. & Smetana, J. (Eds.), Handbook of moral development (3rd ed.) (pp. 118–132). Routledge.Google Scholar
Kosher, H., & Ben-Arieh, A. (2017). What children think about their rights and their well-being: A cross-national comparison. American Journal of Orthopsychiatry, 87(3), 256–273. https://doi.org/10.1037/ort0000222.Google Scholar
Larson, R., & Walker, K. C. (2010). Dilemmas of practice: Challenges to program quality encountered by youth program leaders. American Journal of Community Psychology, 45(3–4), 338–349. https://doi.org/10.1007/s10464-010-9307-z.Google Scholar
Larson, R., Walker, K., & Pearce, N. (2005). A comparison of youth-driven and adult-driven youth programs: Balancing inputs from youth and adults. Journal of Community Psychology, 33(1), 57–74.Google Scholar
LeCompte, K., & Blevins, B. (2015). Building civic bridges: Community-centered action civics. The Social Studies, 106(5), 209–217.Google Scholar
LeCompte, K., Blevins, B., & Riggers-Piehl, T. (2020). Developing civic competence through action civics: A longitudinal look at the data. The Journal of Social Studies Research, 44(1), 127–137.Google Scholar
Maton, K. I. (2008). Empowering community settings: Agents of individual development, community betterment, and positive social change. American Journal of Community Psychology, 41(1–2), 4–21.Google Scholar
McAvoy, P., & Hess, D. (2013). Classroom deliberation in an era of political polarization. Curriculum Inquiry, 43(1), 14–47.Google Scholar
McWhirter, E. H., & McWhirter, B. T. (2016). Critical consciousness and vocational development among Latina/o high school youth: Initial development and testing of a measure. Journal of Career Assessment, 24(3), 543–558. https://doi.org/10.1177/1069072715599535.Google Scholar
Morgan, K. Y., & Ballard, P. J. (in press). Action civics. In B. D. Christens (Ed.), The Cambridge handbook of community empowerment. Cambridge University Press.Google Scholar
Morgan, K. Y., Christens, B. D., & Gibson, M. (2022). Design your neighborhood: The evolution of a city-wide urban design learning initiative in Nashville, Tennessee. In Stoecker, R. & Falcón, A. (Eds.), Handbook on participatory action research and community development. Edward Elgar.Google Scholar
Ozer, E. J., Newlan, S., Douglas, L., & Hubbard, E. (2013).“Bounded” empowerment: Analyzing tensions in the practice of youth-led participatory research in urban public schools. American Journal of Community Psychology, 52(1), 13–26.Google Scholar
Pope, A., Stolte, L., & Cohen, A. (2011). Closing the civic engagement gap: The potential of action civics. Social Education, 75(5), 265–268.Google Scholar
Prilleltensky, I. (2008). The role of power in wellness, oppression, and liberation: The promise of psychopolitical validity. Journal of Community Psychology, 36(2), 116–136Google Scholar
Rapa, L. J., Bolding, C. W., & Jamil, F. M. (2020). Development and initial validation of the short critical consciousness scale (CCS-S). Journal of Applied Developmental Psychology, 70, 101–164.Google Scholar
Ruck, M. D., Keating, D. P., Saewyc, E. M., Earls, F., & Ben-Arieh, A. (2014). The United Nations Convention on the rights of the child: Its relevance for adolescents. Journal of Research on Adolescence, 26(1), 16–29. https://doi.org/10.1111/jora.12172.Google Scholar
Sánchez Carmen, S. A., Domínguez, M., Greene, A. C. et al. (2015). Revisiting the collective in critical consciousness: Diverse sociopolitical wisdoms and ontological healing in sociopolitical development. The Urban Review, 47(5), 824–846. https://doi.org/10.1007/.Google Scholar
Seider, S., Clark, S., & Graves, D. (2020). The development of critical consciousness and its relation to academic achievement in adolescents of color. Child Development, 91(2), e451–e474. https://doi.org/10.1111/cdev.13262.Google Scholar
Seider, S., & Graves, D. (2020). Schooling for critical consciousness. Engaging Black and Latinx youth in analyzing, navigating, and challenging racial inequality. Harvard Education Press.Google Scholar
Shin, R. Q., Ezeofor, I., Smith, L. C., Welch, J. C., & Goldrich, K. M. (2016). The development and validation of the contemporary critical consciousness measure. Journal of Counseling Psychology, 63(2), 210–223.Google Scholar
United Nations General Assembly. (1989, November 17). Adoption of a convention on the rights of the child. http://wunrn.org/reference/pdf/Convention_Rights_Child.PDF.Google Scholar
Walker, T. (2000). The service/politics split: Rethinking service to teach political engagement. PS: Political Science and Politics, 33(3), 647–649.Google Scholar
Walker, T. (2002). Service as a pathway to political participation: What research tells us. Applied Developmental Science, 6(4), 183–188.Google Scholar
Watts, R. J., Abdul-Adil, J. K., & Pratt, T. (2002). Enhancing critical consciousness in young African American men: A psychoeducational approach. Psychology of Men & Masculinity, 3(1), 41–50. https://doi.org/10.1037/1524-9220.3.1.41.Google Scholar
Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. New Directions for Child and Adolescent Development, 2011(134), 43–57. https://doi.org/10.1002/cd.310.Google Scholar
Watts, R. J., Griffith, D. M., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression – Theory and action. American Journal of Community Psychology, 27, 255–271. https://doi.org/10.1023/A:1022839818873.Google Scholar
Watts, R. J., & Hipólito-Delgado, C. (2015). Thinking ourselves to liberation? Advancing sociopolitical action in critical consciousness. Urban Review, 47, 847–867. https://doi.org/10.1007/s11256-015-0341.Google Scholar
Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269.Google Scholar
Wray-Lake, L., & Syvertsen, A. (2011). The developmental roots of social responsibility in childhood and adolescence. In Flanagan, C. A & Christens, B. D (Eds.), Youth civic development: Work at the cutting edge. New Directions for Child and Adolescent Development, 2011(134), 11–25. https://doi.org/10.1002/cd.308.Google Scholar

References

Andolina, M. W., & Conklin, H. G. (2020). Fostering democratic and social-emotional learning in action civics programming: Factors that shape students’ learning from Project Soapbox. American Educational Research Journal, 57(3), 1203–1240. https://doi.org/10.3102/0002831219869599.Google Scholar
Ballard, P. J., Cohen, A. K., & Littenberg‐Tobias, J. (2016). Action civics for promoting civic development: Main effects of program participation and differences by project characteristics. American Journal of Community Psychology, 58(3–4), 377–390. https://doi.org/10.1002/ajcp.12103.Google Scholar
Braun, V., & Clarke, V. (2012). Thematic analysis. In Cooper, H., Camic, P. M., Long, D. L., et al. (Eds.), APA handbook of research methods in psychology, Vol. 2 (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004.Google Scholar
Butler, T. (2017). “We need a song”: Sustaining critical youth organizing literacies through world humanities. Equity & Excellence in Education, 50(1), 84–95. https://doi.org/10.1080/10665684.2016.1250233.Google Scholar
Camino, L. A. (2000). Youth-adult partnerships: Entering new territory in community work and research. Applied Developmental Science, 4(S1), 11–20. https://doi.org/10.1207/S1532480XADS04Suppl_2.Google Scholar
Cammarota, J. (2007). A social justice approach to achievement: Guiding Latina/o students toward educational attainment with a challenging, socially relevant curriculum. Equity & Excellence in Education, 40(1), 87–96. https://doi.org/10.1080/10665680601015153.Google Scholar
Cammarota, J. (2016). The praxis of ethnic studies: Transforming second sight into critical consciousness. Race Ethnicity and Education, 19(2), 233–251. https://doi.org/10.1080/13613324.2015.1041486.Google Scholar
Christens, B. D., Byrd, K., Peterson, N. A., & Lardier, D. T. (2018). Critical hopefulness among urban high school students. Journal of Youth and Adolescence, 47(8), 1649–1662. https://doi.org/10.1007/s10964-018-0889-3.Google Scholar
Christens, B. D., Collura, J. J., & Tahir, F. (2013). Critical hopefulness: A person-centered analysis of the intersection of cognitive and emotional empowerment. American Journal of Community Psychology, 52(1–2), 170–184. https://doi.org/10.1007/s10464-013-9586-2.Google Scholar
Christens, B. D., & Dolan, T. (2011). Interweaving youth development, community development, and social change through youth organizing. Youth & Society, 43(2), 528–548. https://doi.org/10.1177/0044118X10383647.Google Scholar
Christens, B. D., & Kirshner, B. (2011). Taking stock of youth organizing: An interdisciplinary perspective. New Directions for Child and Adolescent Development, 134, 27–41. https://doi.org/10.1002/cd.309.Google Scholar
Christens, B. D., Morgan, K. Y., Ruiz, E. Aguayo, A., & Dolan, T. (2021). Critical reflection and cognitive empowerment among youth involved in community organizing. Journal of Adolescent Research, 38(1). https://doi.org/10.1177/07435584211062112.Google Scholar
Christens, B. D., Peterson, N. A., Reid, R., & Garcia-Reid, P. (2015). Adolescents’ perceived control in the sociopolitical domain: A latent class analysis. Youth & Society, 47(4), 443–461. https://doi.org/10.1177/0044118X12467656.Google Scholar
Christens, B. D., Winn, L. T., & Duke, A. M. (2016). Empowerment and critical consciousness: A conceptual cross-fertilization. Adolescent Research Review, 1(1), 15–27. https://doi.org/10.1007/s40894-015-0019-3.Google Scholar
Conner, J., & Slattery, A. (2014). New media and the power of youth organizing: Minding the gaps. Equity & Excellence in Education, 47(1), 14–30. https://doi.org/10.1080/10665684.2014.866868.Google Scholar
del Carmen Salazar, M. (2013). A humanizing pedagogy: Reinventing the principles and practice of education as a journey toward liberation. Review of Research in Education, 37(1), 121–148. http://dx.doi.org/10.3102/0091732X12464032.Google Scholar
Delia, J., & Krasny, M. E. (2018). Cultivating positive youth development, critical consciousness, and authentic care in urban environmental education. Frontiers in Psychology, 8, 1–14. https://doi.org/10.3389/fpsyg.2017.02340.Google Scholar
Demarest, A. B. (2014). Place-based curriculum design: Exceeding standards through local investigations. Routledge.Google Scholar
Diemer, M. A., & Blunstein, D. L. (2006). Critical consciousness and career development among urban youth. Journal of Vocational Behavior, 68, 220–232. http://dx.doi.org/10.1016/j.jvb.2005.07.001.Google Scholar
Diemer, M. A., McWhirter, E. H., Ozer, E. J., & Rapa, L. J. (2015). Advances in the conceptualization and measurement of critical consciousness. The Urban Review, 47(5), 809–823.Google Scholar
Diemer, M. A., Rapa, L. J., Park, C. J., & Perry, J. C. (2017). Development and validation of the critical consciousness scale. Youth & Society, 49, 461–483. http://dx.doi.org/10.1177/0044118X14538289.Google Scholar
Diemer, M. A., Rapa, L. J., Voight, A. M., & McWhirter, E. H. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 216–221. https://doi.org/10.1111/cdep.12193.Google Scholar
Edirmanasinghe, N. (2020). Using youth participatory action research to promote self-efficacy in math and science. Professional School Counseling, 24(1), 1–12. https://doi.org/10.1177/2156759X20970500.Google Scholar
Erickson, A. T. (2016). Making the unequal metropolis: School desegregation and its limits. University of Chicago Press.Google Scholar
Freire, P. (1973). Education for critical consciousness. Continuum.Google Scholar
Freire, P. (1968/2000). Pedagogy of the oppressed. Continuum.Google Scholar
García, E., & Weiss, E. (2019). The teacher shortage is real, large and growing, and worse than we thought. First report in “The Perfect Storm in the Teacher Labor Market” Series. Economic Policy Institute.Google Scholar
Gaston, G., & Kreyling, K. (2015). Shaping the healthy community: The Nashville plan. Vanderbilt University Press.Google Scholar
Gingold, J. (2013). Building an evidence-based practice of action civics: The current state of assessments and recommendations for the future. The Center for Information and Research on Civic Learning and Engagement.Google Scholar
Ginwright, S. A. (2010). Black youth rising: Activism and radical healing in urban America. Teachers College Press.Google Scholar
Godfrey, E. B., & Burson, E. (2018). Interrogating the intersections: How intersectional perspectives can inform developmental scholarship on critical consciousness. New Directions for Child and Adolescent Development, 161, 17–38. https://doi.org/10.1002/cad.20246Google Scholar
Godfrey, E. B., Burson, E. L., Yanisch, T. M., Hughes, D., & Way, N. (2019). A bitter pill to swallow? Patterns of critical consciousness and socioemotional and academic well-being in early adolescence. Developmental Psychology, 55(3), 525. https://doi.org/10.1037/dev0000558.Google Scholar
Godfrey, E. B., & Grayman, J. K. (2014). Teaching citizens: The role of open classroom climate in fostering critical consciousness among youth. Journal of Youth and Adolescence, 43(11), 1801–1817. https://doi.org/10.1007/s10964-013-0084-5.Google Scholar
Goessling, K. P. (2020). Youth participatory action research, trauma, and the arts: designing youthspaces for equity and healing. International Journal of Qualitative Studies in Education, 33(1), 12–31. https://doi.org/10.1016/j.appdev.2020.101164.Google Scholar
Gonzales, J. (2015, November 13). Nashville schools have more than 120 languages. The Tennessean. https://eu.tennessean.com/picture-gallery/news/2015/11/13/nashville-schools-have-more-than-120-languages/75664508/.Google Scholar
Heberle, A. E., Rapa, L. J., & Farago, F. (2020). Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research. Psychological Bulletin, 146(6), 525–551. https://doi.org/10.1037/bul0000230.Google Scholar
Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. Routledge.Google Scholar
Jemal, A. (2017). Critical consciousness: A critique and critical analysis of the literature. The Urban Review, 49(4), 602–626. https://doi.org/10.1007/s11256-017-0411-3.Google Scholar
Kember, D., Ha, T. S., Lam, B. H. et al. (1997). The diverse role of the critical friend in supporting educational action research projects. Educational Action Research, 5(3), 463–481.Google Scholar
Kennedy, H., Matyasic, S., Schofield Clark, L. et al. (2020). Early adolescent critical consciousness development in the age of Trump. Journal of Adolescent Research, 35(3), 279–308. https://doi.org/10.1177/0743558419852055.Google Scholar
Kornbluh, M., Ozer, E., Allen, C., & Kirshner, B. (2015). Youth participatory action research as an approach to sociopolitical development and the new academic standards: Considerations for educators. The Urban Review, 47(5), 868–892. http://dx.doi.org/10.1007/s11256-015-0337-6.Google Scholar
Kreyling, K. (Ed.) (2005). The plan of Nashville: Avenues to a great city. Vanderbilt University Press.Google Scholar
Lardier, D. T., Reid, R. J., & Garcia‐Reid, P. (2018). Validation of an abbreviated Sociopolitical Control Scale for Youth among a sample of underresourced urban youth of color. Journal of Community Psychology, 46(8), 996–1009. https://doi.org/10.1002/jcop.22087.Google Scholar
LeCompte, K., & Blevins, B. (2015). Building civic bridges: Community-centered action civics. The Social Studies, 106(5), 209–217.Google Scholar
Levinson, M. (2012). No citizen left behind. Harvard University Press.Google Scholar
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.Google Scholar
McInerney, P., Smyth, J., & Down, B. (2011). ‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education. Asia-Pacific Journal of Teacher Education, 39(1), 3–16. https://doi.org/10.1080/1359866X.2010.540894.Google Scholar
Mediratta, K., Shah, S., & McAlister, S. (2008). Organized communities, stronger schools. Annenberg Institute for School Reform at Brown University.Google Scholar
Means, D., Blackmon, S., Drake, E. et al. (2021). We have something to say: Youth participatory action research as a promising practice to address problems of practice in rural schools. The Rural Educator, 41(3). https://doi.org/10.35608/ruraled.v41i3.1074.Google Scholar
Montero, M. (2009). Methods for liberation: Critical consciousness in action. In Montero, M. & Sonn, C. (Eds.), Psychology of liberation (pp. 73–91). Springer.Google Scholar
Morales, D., Bettencourt, G., Green, K., & George Mwangi, C. (2017). “I want to know about everything that’s happening in the world”: Enhancing critical awareness through a youth participatory action research project with Latinx Youths. The Educational Forum, 81(4), 404–417. https://doi.org/10.1080/00131725.2017.1350236.Google Scholar
Morgan, K. Y., & Ballard, P. J. (in press). Action civics. In Christens, B. D. (Ed.), The Cambridge handbook of community empowerment. Cambridge University Press.Google Scholar
Morgan, K. Y., Christens, B. D., & Gibson, M. (2022). Design your Neighborhood: The evolution of a city-wide urban design learning initiative in Nashville, Tennessee. In Stoecker, R. & Falcón, A. (Eds.), Handbook on Participatory Action Research and Community Development (pp. 281–300). Edward Elgar.Google Scholar
Nah, S., Lee, S., & Liu, W. (2021). Community storytelling network, expressive digital media use, and civic engagement. Communication Research, 49(3), 327–352. https://doi.org/10.1177/00936502211019677.Google Scholar
Nation, M., Christens, B. D., Bess, K. D. et al. (2020). Addressing the problems of urban education: An ecological systems perspective. Journal of Urban Affairs, 42(5), 715–730. https://doi.org/10.1080/07352166.2019.1705847.Google Scholar
National Action Civics Collaborative. (2014). Action civics framework. https://actioncivicscollaborative.org/why-action-civics/framework/.Google Scholar
Patton, M. Q. (1990). Qualitative evaluation and research methods. Sage.Google Scholar
Peterson, N. A., Peterson, C. H., Agre, L., Christens, B. D., & Morton, C. M. (2011). Measuring youth empowerment: Validation of a sociopolitical control scale for youth in an urban community context. Journal of Community Psychology, 39(5), 592–605. https://doi.org/10.1002/jcop.20456.Google Scholar
Plazas, D. (2018). The costs of growth and change in Nashville. The Tennessean. www.tennessean.com/story/opinion/columnists/david-plazas/2017/01/29/costs-growth-and-change-nashville/97064252/.Google Scholar
QSR International Pty Ltd. (2018) NVivo qualitative data analysis. Version 12 [software]. https://support.qsrinternational.com/nvivo/s/.Google Scholar
Rapa, L. J., Bolding, C. W., & Jamil, F. M. (2020). Development and initial validation of the short critical consciousness scale (CCS-S). Journal of Applied Developmental Psychology, 70, 101–164. https://doi.org/10.1016/j.appdev.2020.101164.Google Scholar
Rapa, L. J., & Geldhof, G. J. (2020). Critical consciousness: New directions for understanding its development during adolescence. Journal of Applied Developmental Psychology, 70, 101187. https://doi.org/10.1016/j.appdev.2020.101187.Google Scholar
Roy, A., Raver, C., Masucci, M., & DeJoseph, M. (2019). “If they focus on giving us a chance in life we can actually do something in this world”: Poverty, inequality, and youths’ critical consciousness. Developmental Psychology, 55(3), 550–561. https://doi.org/10.1037/dev0000586.Google Scholar
Smith, D. A., & Gruenewald, G. A. (Eds.) (2007). Place-based education in the global age: Local diversity. Routledge.Google Scholar
Smith, G. A. (2007). Place-based education: Breaking through the constraining regularities of public school. Environmental Education Research, 13, 189–207. https://doi.org/10.1080/13504620701285180.Google Scholar
Stewart, D. W., & Shamdasani, P. N. (2014). Focus groups: Theory and practice (Vol. 20). Sage Publications.Google Scholar
Tyler, C. P., Olsen, S. G., Geldhof, G. J., & Bowers, E. P. (2020). Critical consciousness in late adolescence: Understanding if, how, and why youth act. Journal of Applied Developmental Psychology, 70, 101165. https://doi.org/10.1016/j.appdev.2020.101165.Google Scholar
US Census Bureau (2020). Quick facts – Davidson County, TN. www.census.gov/quickfacts/davidsoncountytennessee.Google Scholar
Voight, A., & Velez, V. (2018). Youth participatory action research in the high school curriculum: Education outcomes for student participants in a district-wide initiative. Journal of Research on Educational Effectiveness, 11(3), 433–451. https://doi.org/10.1080/19345747.2018.1431345.Google Scholar
Walsh, D. (2018). Youth participatory action research as culturally sustaining pedagogy. Theory into Practice, 57(2), 127–136. https://doi.org/10.1080/00405841.2018.1433939.Google Scholar
Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. New Directions for Child and Adolescent Development, 2011(134), 43–57. https://doi.org/10.1002/cd.310.Google Scholar
Watts, R. J., & Flanagan, C. (2007). Pushing the envelope on youth civic engagement: A developmental and liberation psychology perspective. Journal of Community Psychology, 35(6), 779–792. https://doi.org/10.1002/jcop.20178.Google Scholar
Watts, R. J., & Hipolito-Delgado, C. P. (2015). Thinking ourselves to liberation? Advancing sociopolitical action in critical consciousness. The Urban Review, 47(5), 847–867. https://doi.org/10.1007/s11256-015-0341-x.Google Scholar
Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269.Google Scholar
Wright, D. E. (2020). Imagining a more just world: Critical arts pedagogy and youth participatory action research. International Journal of Qualitative Studies in Education, 33(1), 32–49. https://doi.org/10.1080/09518398.2019.1678784.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×