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ERIC Number: EJ1142599
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1066-5684
Developing Critical Curiosity in Adolescents
Clark, Shelby; Seider, Scott
Equity & Excellence in Education, v50 n2 p125-141 2017
Critical consciousness refers to the ways in which individuals come to understand and challenge oppressive social forces. Philosopher-educator Paulo Freire argued that critical curiosity--an eagerness to learn more about and develop a deep understanding of issues of social justice--serves as an important catalyst to critical consciousness development. Yet, relatively little scholarship has considered how to foster critical curiosity in adolescents. The present qualitative study analyzed semi-structured interviews with 60 adolescents attending five Northeastern urban charter high schools with mission statements focused on fostering students' engagement in social action. Specifically, the study considered these students' perceptions of the impact of their respective schools' social engagement programming upon their critical curiosity. The interviews were analyzed using a flexible inductive/deductive approach drawn from the thematic analysis approach to qualitative analysis. The findings of this study indicate that students had a variety of conceptions of what stimulates their critical curiosity, including relevance, exposure to new perspectives, and receiving new, surprising information. Alignment with Freire's conceptions of critical curiosity and current curiosity scholarship, implications for educators, limitations, and future directions are discussed.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A