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ERIC Number: EJ1140721
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-8398
EISSN: N/A
Turning in or Tuning Out? Listening to Silences in Education for Critical Political Consciousness
Stauber, Leah S.
International Journal of Qualitative Studies in Education (QSE), v30 n6 p560-575 2017
What happens when a team of university education researchers initiates a social justice learning project in a local high school, and--despite the overall project's considerable successes in cultivating students' critical political "voice"--is confounded by the periodic, apparent "silences" of some of its young female students? Drawing on eight years of fieldwork in a groundbreaking high school social justice education classroom, this article examines the presumptions inherent in certain forms of social justice pedagogy, and the ways in which ensuing classroom disjunctures may, in fact, lead to deeper insights about education for youth critical social consciousness. The article focuses on two, interrelated issues: the unsettling and sometimes confounding "silences" of female students and the correlation between such silences and social justice educators' attenuated ability to recognize and support the myriad ways in which minority female students may encounter, negotiate, and articulate their own particular forms of Freirian "conscientización."
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona (Tucson)
Grant or Contract Numbers: N/A