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ERIC Number: ED540014
Record Type: Non-Journal
Publication Date: 2011
Pages: 166
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2671-8554-9
Moving from Critical Consciousness to Critical Action: A Phenomenological Study of High School Students' Experiences in a Social Justice Intervention Program
Tunstall, Jonli
ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles
Using socio-political theory as a framework, this study will focus on developing students as agents of change in their schools and community. Watts, Williams, And Jagers (2003) describe socio-political theory as the process by which individuals acquire the knowledge, analytical skills, emotional faculties, and the capacity for action in political and social systems necessary to interpret and resist oppression. Socio-political development includes 5-stages, the last of which being the Liberation Stage, where there is an increased involvement in social action and community development. Research findings suggest that some intervention programs increase the frequency of expressed critical thinking among its program participants (Wans, Griffith, & Abdul-Adil, 1999). However, limited research exists investigating whether critical consciousness increases the likelihood of students' community involvement and action. Thus, my study will attempt to fill this void by using a qualitative phenomenological approach, designed to understand how African American student participants in a college access program develop critical consciousness and subsequently increase the likelihood of their participation in critical action. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A