Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-x5gtn Total loading time: 0 Render date: 2024-05-09T22:01:18.962Z Has data issue: false hasContentIssue false

Concluding Thoughts on the Role of Contexts and Settings in Youth Critical Consciousness Development

from Part III - Societal Contexts

Published online by Cambridge University Press:  11 May 2023

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

Summary

Youth today face a sociopolitical moment in which the systems of oppression that have long patterned American society are in bold relief (Bonilla-Silva, 1997, 2006). White supremacy, structural oppression, and systemic inequity are woven into the fabric of our society. They shape our present and future, as well as our past, and influence all aspects of our individual, social, and communal well-being. Developing critical consciousness (CC) (Freire, 1968/2000; Watts et al., 2011) – learning to critically “read” social conditions, feel motivated and empowered to change those conditions, and engage in action toward that goal – is fundamental to helping youth navigate and resist these oppressions, and in contributing to the fight for justice and liberation.

Type
Chapter
Information
Developing Critical Consciousness in Youth
Contexts and Settings
, pp. 318 - 325
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

Bañales, J., Lozada, F. T., Channey, J., & Jagers, R. J. (2021). Relating through oppression: Longitudinal relations between parental racial socialization, school racial climate, oppressed minority ideology, and empathy in Black male adolescents’ prosocial development. American Journal of Community Psychology, 68(1–2), 8899.CrossRefGoogle ScholarPubMed
Bañales, J., Marchand, A. D., Skinner, O. D. et al. (2020). Black adolescents’ critical reflection development: Parents’ racial socialization and attributions about race achievement gaps. Journal of Research on Adolescence, 30, 403417.CrossRefGoogle ScholarPubMed
Bonilla-Silva, E. (1997). Rethinking racism: Toward a structural interpretation. American Sociological Review, 62, 465480. http://doi.org/10.2307/2657316.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
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In Damon, W. & Lerner, R. M. (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 9931028). John Wiley & Sons Inc.Google Scholar
Burson, E. (2021). Critical consciousness and intraminority solidarity: A mixed methods dissertation (Order No. 28545162). Available from ProQuest Dissertations & Theses Global.Google Scholar
Burson, E., & Godfrey, E. B. (2020). Intraminority solidarity: The role of critical consciousness. European Journal of Social Psychology, 50(6), 13621377.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), 1527.Google Scholar
Clay, K. L. (2019). “Despite the odds”: Unpacking the politics of Black resilience neoliberalism. American Educational Research Journal, 56(1), 75110. https://doi.org/10.3102/0002831218790214.Google Scholar
Coll, C. G., Crnic, K., Lamberty, G. et al. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 18911914.Google Scholar
DiAngelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Beacon Press.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), 216221.CrossRefGoogle Scholar
Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181194. https://doi.org/10.17763.CrossRefGoogle Scholar
Freire, P. (1968/2000). Pedagogy of the oppressed. Continuum.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), 1738.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), 525551. https://doi.org/10.1037/bul0000230.CrossRefGoogle ScholarPubMed
Ibrahim, D., Godfrey, E. B., & Yoshikawa, H. (in prep). Understanding the Processes and Contextual Features of Arts Programming Conducive to Critical Consciousness for Youth: An Ecologically Informed Theory of Change.Google Scholar
Johnson, S. K., Gee, M., Diaz, A., & Hershberg, R. (in press). Measurement and analysis in quantitative critical consciousness research: Attending to the complexities of systems and selves. In Rapa, L. J. and Godfrey, E. B. (Eds). Critical consciousness: Expanding theory and measurement. Cambridge University Press.Google Scholar
Kirshner, B., & Ginwright, S. (2012). Youth organizing as a developmental context for African American and Latino adolescents. Child Development Perspectives, 6(3), 288294.CrossRefGoogle Scholar
Rapa, L. J., & Godfrey, E. B. (2023). Critical consciousness theory and measurement: Mapping the complex terrain. In Rapa, L. J. and Godfrey, E. B. (Eds), Critical consciousness: Expanding theory and measurement. Cambridge University Press.CrossRefGoogle Scholar
Rapa, L. J., & Godfrey, E. B. (Eds.) (2023). Critical consciousness: Expanding theory and measurement. Cambridge University Press.Google Scholar
Rappaport, J. (1987). Terms of empowerment/exemplars of prevention: Toward a theory for community psychology. American Journal of Community Psychology, 15(2), 121148.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
Seidman, E. (1988). Back to the future, community psychology: Unfolding a theory of social intervention. American Journal of Community Psychology, 16(1), 324.CrossRefGoogle Scholar
Spencer, M. B., Dupree, D., & Hartmann, T. (1997). A phenomenological variant of ecological systems theory (PVEST): A self-organization perspective in context. Development and Psychopathology, 9(4), 817833.Google Scholar
Tseng, V., & Seidman, E. (2007). A systems framework for understanding social settings. American Journal of Community Psychology, 39(3), 217228.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), 4357. 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(2), 255271.CrossRefGoogle 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
×