subject:(critical consciousness)

Colorado State University

1. Garcia, Michelle. Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum.

Degree: MS(M.S.), Human Development and Family Studies, 2016, Colorado State University

► There is some evidence that critical consciousness, sociopolitical awareness and action, may be beneficial to youth development. However, there is a paucity of research throughout… (more)

Subjects/Keywords: critical consciousness; adolescents; FAIR program

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APA (6^th Edition):

Garcia, M. (2016). Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/176656

Chicago Manual of Style (16^th Edition):

Garcia, Michelle. “Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum.” 2016. Masters Thesis, Colorado State University. Accessed February 23, 2020. http://hdl.handle.net/10217/176656.

MLA Handbook (7^th Edition):

Garcia, Michelle. “Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum.” 2016. Web. 23 Feb 2020.

Vancouver:

Garcia M. Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10217/176656.

Council of Science Editors:

Garcia M. Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176656

University of Illinois – Chicago

2. Uriostegui, Marbella. Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes.

Degree: 2018, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/22650

► Despite Latina/os’ growing college enrollment rates, bachelor’s degree completion rates for this group continue to lag behind other racial groups. Explanations for racial inequalities in… (more)

▼ Despite Latina/os’ growing college enrollment rates, bachelor’s degree completion rates for this group continue to lag behind other racial groups. Explanations for racial inequalities in educational outcomes of students of color are often framed from a deficit-lens, where “culture” and individual characteristics are implicated as contributors of underachievement. A major risk-factor contributing to known racial educational inequalities is attributed to the unequal exposure to varying forms of racism experienced by students of color in educational institutions in the U.S., including college campuses. Research on protective factors finds critical consciousness is associated with positive academic outcomes among students of color who face racial discrimination. However, most- if not all- of these studies have measured critical consciousness either from the context of general knowledge of oppression or individualized single social group oppression (i.e., gender, race/ethnicity, or social class alone), but not from an understanding of multiple intersecting identities. Critical intersectional awareness, defined as an awareness of how multiple social identities shape’s one social location, is discussed and analyzed as a potential protective factor in the current study. Using an integrated LatCrit and risk and resilience framework this study examines whether experiences of racial discrimination are associated with academic outcomes (i.e., GPA and academic skepticism) and whether critical intersectional awareness moderates the relationship between racial discrimination and academic outcomes among Latina/o students attending a Hispanic Serving Institution. Results show a main effect of racial discrimination for academic skepticism, but not for GPA. Critical intersectional awareness moderated the relationship between racial discrimination and academic skepticism only. This study extends our understanding of critical consciousness from a more complex and intersectional level and provides initial evidence that critical intersectional awareness may be a protective factor in the face of perceived racial discrimination. Study implications include developing and implementing university courses and programming targeted at fostering critical intersectional awareness among Latina/o students (and for other marginalized groups) as a viable approach to addressing, and, reducing academic race disparities among the fastest-growing segment of the college population in our country. Advisors/Committee Members: Molina, Kristine M (advisor), Stovall, David (committee member), Zinsser, Kate (committee member), Bonam, Courtney (committee member), Flores-Gonzales, Nilda (committee member), Molina, Kristine M (chair).

Subjects/Keywords: Latino; Racial Discrimination; Critical Consciousness; Higher Education

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APA (6^th Edition):

Uriostegui, M. (2018). Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22650

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Uriostegui, Marbella. “Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes.” 2018. Thesis, University of Illinois – Chicago. Accessed February 23, 2020. http://hdl.handle.net/10027/22650.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Uriostegui, Marbella. “Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes.” 2018. Web. 23 Feb 2020.

Vancouver:

Uriostegui M. Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10027/22650.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Uriostegui M. Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22650

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Manitoba

3. Sikorski, Ellen. Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation.

Degree: Peace and Conflict Studies, 2019, University of Manitoba

URL: http://hdl.handle.net/1993/34032

► The growing trend of volunteer travel brings people from all over the world to different communities to work on various projects. Currently, literature surrounding this… (more)

▼ The growing trend of volunteer travel brings people from all over the world to different communities to work on various projects. Currently, literature surrounding this phenomenon has focused on the pros and cons of volunteer travel rather than examining how participants view their participation. The purpose of this dissertation was to explore how volunteer travel abroad influences and inspires participants to think critically about issues of power and privilege. More specifically, it examined the potential impact of a volunteer trip on tourists’ ongoing development of critical consciousness and the transformation of their attitudes. Gaining a greater understanding about volunteer travel has been significant, not only to add to the limited body of research surrounding short-term volunteer travel but also to provide insight into how these trips influence constructive attitudes and behaviours towards building a culture of positive peace, even long after a participant has returned home. The research was conducted using autoethnography, where I travelled alongside youth on a volunteer trip to Kenya, as well as semi-structured interviews with past participants. Through the course of my study, I discussed different volunteer travellers’ experiences and compared these accounts using critical consciousness and Transformative Learning Theory. The study revealed that the participants, including myself, exhibited changes in both attitudes and behaviours. While the degree of these changes varied, the fact that participants credit their experience abroad for these transformations is significant. Various conditions were identified which could be implemented in each volunteer travel trip to ensure these trips are being optimized to provide an experience which encourages these transformations. Advisors/Committee Members: Maureen Flaherty (Peace and Conflict Studies) (supervisor), Joannie Halas (Kinesiology & Recreation Management) (examiningcommittee), Christine Van Winkle (Kinesiology & Recreation Management) (examiningcommittee), Olenka S.E. Bilash (University of Alberta) (examiningcommittee).

Subjects/Keywords: volunteer travel; critical consciousness; youth; peace building

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APA (6^th Edition):

Sikorski, E. (2019). Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34032

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sikorski, Ellen. “Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation.” 2019. Thesis, University of Manitoba. Accessed February 23, 2020. http://hdl.handle.net/1993/34032.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sikorski, Ellen. “Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation.” 2019. Web. 23 Feb 2020.

Vancouver:

Sikorski E. Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation. [Internet] [Thesis]. University of Manitoba; 2019. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1993/34032.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sikorski E. Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation. [Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34032

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Washington State University

4. [No author]. Critical Race Consciousness and the Technical Writing Classroom .

Degree: 2013, Washington State University

URL: http://hdl.handle.net/2376/4795

► My project is informed by rhetorical theory as it engages student writing and conversations about race and racism in the workplace. It identifies critical race… (more)

Subjects/Keywords: Technical communication; Rhetoric; critical consciousness; critical race consciousness; race; rhetoric; technical communication

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APA (6^th Edition):

author], [. (2013). Critical Race Consciousness and the Technical Writing Classroom . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “Critical Race Consciousness and the Technical Writing Classroom .” 2013. Thesis, Washington State University. Accessed February 23, 2020. http://hdl.handle.net/2376/4795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “Critical Race Consciousness and the Technical Writing Classroom .” 2013. Web. 23 Feb 2020.

Vancouver:

author] [. Critical Race Consciousness and the Technical Writing Classroom . [Internet] [Thesis]. Washington State University; 2013. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2376/4795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Critical Race Consciousness and the Technical Writing Classroom . [Thesis]. Washington State University; 2013. Available from: http://hdl.handle.net/2376/4795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Mason, Garland Anne. A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico.

Degree: MSin Life Sciences, Agricultural and Extension Education, 2016, Virginia Tech

URL: http://hdl.handle.net/10919/64850

► Participatory approaches to international and community development have gained significant popularity, and are commonly held to be intrinsically empowering processes. In the context of development,… (more)

▼ Participatory approaches to international and community development have gained significant popularity, and are commonly held to be intrinsically empowering processes. In the context of development, both participation and empowerment were borne of radical claims and democratizing goals, but over time, both concepts have been confused and misappropriated. The popularity of the terms participation and empowerment, coupled with the ambiguity of their meanings, illustrates a symptom of their co-optation away from their radical and political roots. This ethnographic case study explored the mechanics of the participatory approach and claims of empowerment within the experience of a non-governmental organization based in Chiapas, Mexico. This study aimed to investigate the linkages between participation and empowerment, in their original radical and theoretical forms, as well as in practice—addressing questions of whether and how participation may lead to empowerment. The organization's endeavors to create space for participatory learning for critical consciousness and self-sufficiency, as understood through 30 semi-structured interviews and three months of participant observation, provided insight into these questions and their conceptual underpinnings. I analyzed data by drawing upon Freirean critical pedagogy, critical theory, and theories of participation and participatory learning. Findings examine the influence of clientelism, Catholic liberation theology, and the Zapatista uprising on the ways rural campesinos develop critical consciousness and organize to dismantle systems of oppression. Findings illustrate examples of interactive participation and self-mobilization. The study serves to demonstrate the importance of cultural and historical contexts, and of solidarity and downward accountability within the praxis of participation and empowerment. Advisors/Committee Members: Niewolny, Kimberly Lee (committeechair), Stephenson, Max O. (committee member), Archibald, Thomas Greig (committee member).

Subjects/Keywords: Participation; Empowerment; Community Development; Participatory Learning; Critical Consciousness; Critical Ethnography

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APA (6^th Edition):

Mason, G. A. (2016). A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64850

Chicago Manual of Style (16^th Edition):

Mason, Garland Anne. “A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico.” 2016. Masters Thesis, Virginia Tech. Accessed February 23, 2020. http://hdl.handle.net/10919/64850.

MLA Handbook (7^th Edition):

Mason, Garland Anne. “A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico.” 2016. Web. 23 Feb 2020.

Vancouver:

Mason GA. A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico. [Internet] [Masters thesis]. Virginia Tech; 2016. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10919/64850.

Council of Science Editors:

Mason GA. A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico. [Masters Thesis]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/64850

University of Michigan

6. Marchand, Aixa. Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement.

Degree: PhD, Education & Psychology, 2019, University of Michigan

URL: http://hdl.handle.net/2027.42/150029

► Parent involvement in schools has been identified as an important contributor to children’s academic success. However, due to deficit-based views that educators can hold, Black… (more)

▼ Parent involvement in schools has been identified as an important contributor to children’s academic success. However, due to deficit-based views that educators can hold, Black parents are often labeled as disinterested or not invested in their children’s education. Beyond deficit-based attitudes, relationships between Black parents and schools are influenced by structural racism that reproduces and maintains historically-rooted systemic racial power dynamics (Salter & Haugen, 2017). The purpose of this dissertation is to explore how Black parents’ beliefs about educational inequities impact the way they choose to engage with their children’s schools. Using critical race theory (CRT) to highlight the ways in which structural racism impacts Black parent participation and the conceptual framework of critical consciousness (CC), I argue that parents’ analysis of inequities present within schools influences the reasons and ways in which they engage with their children’s schools. When taken together, parents’ critical analyses of racism within schools creates particular forms of parent participation, which I label critical parent school engagement, that accounts for parents’ intentions for their involvement with a consideration of their understanding of racial inequities. This dissertation consists of three stand-alone manuscripts that together: 1) propose a new theoretical integration, 2) explore that proposed integration through interviews with Black parents, and 3) develop a measure to quantitatively explore Black parent CC in regard to their engagement with their children’s schools. Chapter two proposes a theoretical foundation for the conceptualization of CC for Black parents by integrating CRT and current understanding of CC. To explore Black parents’ awareness and analysis of systemic inequities inherent in schools and how that may influence the ways in which they interact with these institutions, qualitative interviews were conducted and described in chapter three. Results suggest that parents largely hold both types of beliefs—critical and traditional—and engage in both types of actions and that the relationship between beliefs and action are nuanced. Using data from these interviews chapter four outlines the development and validation of a measure of Black parent CC. Through the process of factor analysis five internally consistent factors were found and the resulting model was a good fit of the data (RMSEA = .05, CFI = .93, TLI = .92, and SRMR = .07). Those five factors include: 1) structural attributions, or parents’ perceptions that inequities are caused by systemic factors, institutional racism, etc., 2) group participation, or parents’ participation in formal and informal groups for the benefit of their children’s education, 3) internal efficacy, or parents’ belief about their ability to make change, 4) individual attributions, or parents’ belief that educational inequities are caused by individual factors, and 5) school-based engagement, or the actions that parents engage in at the school site. This… Advisors/Committee Members: Diemer, Matt (committee member), Rowley, Stephanie J (committee member), Rivas-Drake, Deborah (committee member), Ryan, Allison Murphy (committee member), Wilson, Camille Maia (committee member).

Subjects/Keywords: critical consciousness; Black parents; critical parent engagment; critical race theory; Education; Psychology; Social Sciences

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APA (6^th Edition):

Marchand, A. (2019). Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/150029

Chicago Manual of Style (16^th Edition):

Marchand, Aixa. “Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement.” 2019. Doctoral Dissertation, University of Michigan. Accessed February 23, 2020. http://hdl.handle.net/2027.42/150029.

MLA Handbook (7^th Edition):

Marchand, Aixa. “Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement.” 2019. Web. 23 Feb 2020.

Vancouver:

Marchand A. Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2027.42/150029.

Council of Science Editors:

Marchand A. Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/150029

Virginia Tech

7. Casto, Andrew Christopher. Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory.

Degree: MA, English, 2011, Virginia Tech

URL: http://hdl.handle.net/10919/32531

► Proceeding from the assumption that psychoanalytic theory has yielded insightful literary interpretations, I propose that equally legitimate readings result from analyzing consciousness in literature. William… (more)

Subjects/Keywords: Consciousness in literature; Psychological criticism; Stream of consciousness; Literary criticism; Critical theory

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APA (6^th Edition):

Casto, A. C. (2011). Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/32531

Chicago Manual of Style (16^th Edition):

Casto, Andrew Christopher. “Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory.” 2011. Masters Thesis, Virginia Tech. Accessed February 23, 2020. http://hdl.handle.net/10919/32531.

MLA Handbook (7^th Edition):

Casto, Andrew Christopher. “Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory.” 2011. Web. 23 Feb 2020.

Vancouver:

Casto AC. Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory. [Internet] [Masters thesis]. Virginia Tech; 2011. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10919/32531.

Council of Science Editors:

Casto AC. Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory. [Masters Thesis]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/32531

8. Bergeron, Kenzo. Esteemicide: Countering the Legacy of Self-Esteem in Education.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

URL: https://digitalcommons.lmu.edu/etd/479

► The concept of self-esteem has so thoroughly infiltrated American education that “most educators believe developing self-esteem to be one of the primary purposes of… (more)

Subjects/Keywords: Critical Consciousness; Critical Pedagogy; Empowerment; Hegemony; Self-determination; Self-esteem; Educational philosophy; Education; Educational Psychology

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APA (6^th Edition):

Bergeron, K. (2016). Esteemicide: Countering the Legacy of Self-Esteem in Education. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/479

Chicago Manual of Style (16^th Edition):

Bergeron, Kenzo. “Esteemicide: Countering the Legacy of Self-Esteem in Education.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed February 23, 2020. https://digitalcommons.lmu.edu/etd/479.

MLA Handbook (7^th Edition):

Bergeron, Kenzo. “Esteemicide: Countering the Legacy of Self-Esteem in Education.” 2016. Web. 23 Feb 2020.

Vancouver:

Bergeron K. Esteemicide: Countering the Legacy of Self-Esteem in Education. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2020 Feb 23]. Available from: https://digitalcommons.lmu.edu/etd/479.

Council of Science Editors:

Bergeron K. Esteemicide: Countering the Legacy of Self-Esteem in Education. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/479

Boston University

9. Dunwoody, Dana N. “Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness.

Degree: PhD, Education, 2019, Boston University

URL: http://hdl.handle.net/2144/38592

► The current study explored coach training and experience, and individual identities and roles that youth sport coaches hold as well as how they enact social… (more)

▼ The current study explored coach training and experience, and individual identities and roles that youth sport coaches hold as well as how they enact social justice within youth sporting communities. Using convergent mixed-methods design, critical consciousness (Freire, 1970) was the theoretical framework and method of analysis for this study. Forty-seven participants responded to this open-ended survey; 85.1% of coaches reported coaching part-time, 59.5% of the sample were volunteer coaches, and 33% of coaches had less than 1–3 years of coaching experience. Findings revealed a majority White (69%) and Majority Male (61%) sample of youth sport coaches and described coaching identities were categorized into multiple and intersectional (Women of Color; n = 5) identities. Emic coding through cross-analysis of open-ended questions suggested a deeper understanding of coaches’ connection to community in relationship to how coaches described identities. These were coded as Coach-Centered Coaching , Limited Connection, or Synthesizing Connection. Furthermore, community-based sport coaches were engaging in and enacting social justice within youth sporting communities in ways that mirror critical consciousness patterns of dialogue, reflection, and action. The theoretical implications of this study expand the application of societal roles, more specifically the role of a youth sport coach to the theory of intersectionality. This study supports past literature that found that youth sport coaches are dissatisfied with the education they receive; thus these findings inform suggestions for how to make coaching education more relevant and accessible. Empirically, study findings suggest that the underresearched area of youth sport coaches’ identities may be related to the depth of connection coaches have to community, impacting the holistic developmental outcomes of participating youth athletes. Practically, this study delivers a critical pedagogy framework for community-based coaching education that blends the personal (identity and role development) and professional (coaching specific knowledges). Results of this study can inform future empirical research of youth sport coaching and intervention development that theoretically considers the integration of intersectionality with critical consciousness. Advisors/Committee Members: Porche, Michelle V. (advisor).

Subjects/Keywords: Developmental psychology; Coaching education; Community-based education; Critical consciousness; Critical pedagogy; Social justice; Youth sport

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APA (6^th Edition):

Dunwoody, D. N. (2019). “Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/38592

Chicago Manual of Style (16^th Edition):

Dunwoody, Dana N. ““Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness.” 2019. Doctoral Dissertation, Boston University. Accessed February 23, 2020. http://hdl.handle.net/2144/38592.

MLA Handbook (7^th Edition):

Dunwoody, Dana N. ““Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness.” 2019. Web. 23 Feb 2020.

Vancouver:

Dunwoody DN. “Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness. [Internet] [Doctoral dissertation]. Boston University; 2019. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2144/38592.

Council of Science Editors:

Dunwoody DN. “Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness. [Doctoral Dissertation]. Boston University; 2019. Available from: http://hdl.handle.net/2144/38592

10. Quirarte, Casey. Relational Aggression, Middle School Girls, and the Development of Critical Consciousness.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

URL: https://digitalcommons.lmu.edu/etd/278

► This study, Relational Aggression, Middle School Girls, and the Development of Critical Consciousness, engaged both feminist theory and critical pedagogy as a means to… (more)

Subjects/Keywords: relational aggression; middle school; development; critical consciousness; Education

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APA (6^th Edition):

Quirarte, C. (2015). Relational Aggression, Middle School Girls, and the Development of Critical Consciousness. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/278

Chicago Manual of Style (16^th Edition):

Quirarte, Casey. “Relational Aggression, Middle School Girls, and the Development of Critical Consciousness.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed February 23, 2020. https://digitalcommons.lmu.edu/etd/278.

MLA Handbook (7^th Edition):

Quirarte, Casey. “Relational Aggression, Middle School Girls, and the Development of Critical Consciousness.” 2015. Web. 23 Feb 2020.

Vancouver:

Quirarte C. Relational Aggression, Middle School Girls, and the Development of Critical Consciousness. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2020 Feb 23]. Available from: https://digitalcommons.lmu.edu/etd/278.

Council of Science Editors:

Quirarte C. Relational Aggression, Middle School Girls, and the Development of Critical Consciousness. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/278

11. Dutko, Myra. I Matter, As Does the World: Critical Consciousness in Higher Education.

Degree: PhD, Community Psychology, 2016, National-Louis University

URL: http://digitalcommons.nl.edu/diss/182

► This dissertation describes how graduate students in a community organizing class move along the critical consciousness pathway. Critical consciousness in the academic arena is… (more)

Subjects/Keywords: critical consciousness; higher education; freire; liberatory learning; pedagogy; teaching; Community Psychology

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APA (6^th Edition):

Dutko, M. (2016). I Matter, As Does the World: Critical Consciousness in Higher Education. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/182

Chicago Manual of Style (16^th Edition):

Dutko, Myra. “I Matter, As Does the World: Critical Consciousness in Higher Education.” 2016. Doctoral Dissertation, National-Louis University. Accessed February 23, 2020. http://digitalcommons.nl.edu/diss/182.

MLA Handbook (7^th Edition):

Dutko, Myra. “I Matter, As Does the World: Critical Consciousness in Higher Education.” 2016. Web. 23 Feb 2020.

Vancouver:

Dutko M. I Matter, As Does the World: Critical Consciousness in Higher Education. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2020 Feb 23]. Available from: http://digitalcommons.nl.edu/diss/182.

Council of Science Editors:

Dutko M. I Matter, As Does the World: Critical Consciousness in Higher Education. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/182

University of Oregon

12. Buckle, Michael. Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents.

Degree: 2018, University of Oregon

URL: http://hdl.handle.net/1794/23095

► The purpose of this study was to explore mechanisms through which high school students experience and cope with perceived discrimination and how discrimination and coping… (more)

▼ The purpose of this study was to explore mechanisms through which high school students experience and cope with perceived discrimination and how discrimination and coping mechanisms relate to psychological distress and school engagement. Framed within transactional stress and coping and sociopolitical development theories, I tested a multiple mediation model with an ethnically diverse sample of public high school students (N = 979) and a subsample of Latina/o students (n = 433) to examine the mediating effects of three coping mechanisms (perceived social support, ethnic identity, and critical consciousness) on the relationship between perceived discrimination and the outcomes of psychological distress and school engagement. Additionally, psychological distress was examined as a mediator in the link between perceived discrimination and school engagement. Measurement and structural models were tested and demonstrated an adequate fit to the data. The hypothesized structural model accounts for 54% of the variance in school engagement and 31.2% of the variance in psychological distress in the full sample. The same model accounts for 63.4% of the variance in school engagement and 26.7% of the variance in psychological distress in the Latina/o subsample. A bootstrap analysis revealed that critical consciousness and perceived social support mediate the relationship between perceived discrimination and psychological distress in the full sample. Further, critical consciousness, ethnic identity, perceived social support, and psychological distress mediated the relationship between perceived discrimination and school engagement. A bootstrap analysis in the Latina/o subsample indicated that critical consciousness and psychological distress mediated the relationship between perceived discrimination and school engagement. While there are associated risks, the results highlight critical consciousness development as a protective racism-related coping mechanism for ethnically diverse adolescents and Latina/o youth in particular. Strengths, limitations, and implications of the study are discussed. Advisors/Committee Members: McWhirter, Ellen (advisor).

Subjects/Keywords: Adolescents; Coping; Critical consciousness; Discrimination; Latina/os; School engagement

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APA (6^th Edition):

Buckle, M. (2018). Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/23095

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Buckle, Michael. “Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents.” 2018. Thesis, University of Oregon. Accessed February 23, 2020. http://hdl.handle.net/1794/23095.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Buckle, Michael. “Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents.” 2018. Web. 23 Feb 2020.

Vancouver:

Buckle M. Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents. [Internet] [Thesis]. University of Oregon; 2018. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1794/23095.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buckle M. Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents. [Thesis]. University of Oregon; 2018. Available from: http://hdl.handle.net/1794/23095

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

13. Wray, Amanda B. Lived Histories and the Changing Rhetoric of White Identity .

Degree: 2011, University of Arizona

URL: http://hdl.handle.net/10150/145299

► Through open-ended interviews and oral history, this ethnographic project captures unique histories of cultivating critical race consciousness as a White subject in social contexts of… (more)

Subjects/Keywords: Critical Race Consciousness; Ethnography; Rhetoric; US Racisms; Whiteness

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APA (6^th Edition):

Wray, A. B. (2011). Lived Histories and the Changing Rhetoric of White Identity . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145299

Chicago Manual of Style (16^th Edition):

Wray, Amanda B. “Lived Histories and the Changing Rhetoric of White Identity .” 2011. Doctoral Dissertation, University of Arizona. Accessed February 23, 2020. http://hdl.handle.net/10150/145299.

MLA Handbook (7^th Edition):

Wray, Amanda B. “Lived Histories and the Changing Rhetoric of White Identity .” 2011. Web. 23 Feb 2020.

Vancouver:

Wray AB. Lived Histories and the Changing Rhetoric of White Identity . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10150/145299.

Council of Science Editors:

Wray AB. Lived Histories and the Changing Rhetoric of White Identity . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145299

University of South Florida

14. Neumeister, Scott Leslie. Circling Back Home: A Lifelong Odyssey into Feminism.

Degree: 2012, University of South Florida

URL: https://scholarcommons.usf.edu/etd/4378

► What happens when a classroom becomes more than just a site of intellectual growth and evolves into a locus of emotional, social, and spiritual transformation?… (more)

▼ What happens when a classroom becomes more than just a site of intellectual growth and evolves into a locus of emotional, social, and spiritual transformation? What happens when a student in such a classroom also occupies the role of teacher and desires to reproduce such a transformative environment for his students? In brief, this thesis answers these questions by offering a narrative and critique of my personal "conscientization" via feminism and elucidates the theory behind, my approaches toward, and the results of my bringing graduate-level feminist theory and pedagogy to a middle school English classroom. I examine how my experiences as a student in both the past and the present have merged to shape my work as a teacher and have set me on the path to becoming a professor, not only in the sense of a college teacher as a profession but as a person who professes, who openly declares the truths of my past as both dehumanizer and dehumanized to help others come to critical consciousness. First, I autobiographically critique my learning and assimilation of The Iliad and The Odyssey in middle school, reflecting upon how these works occupied a major part of my indoctrination into the hyper-masculine, white, patriarchal, upper-class dogma of the culture, as well as bringing a feminist perspective to bear upon these personally influential epics. Next, I examine my studies in the University of South Florida's master's program in English literature and, in particular, my direct and life-changing encounter with feminism in a 2009 course in feminist theory, which facilitated a complete re-visioning of my life and led to a personal renaissance. The final part of this circular path leads me back to my teaching of the same classical texts that so greatly influenced me as a young man, and I explain how my transformative experiences with both feminist theory and pedagogy motivated me to distill their critical approaches into a form and format that I have successfully implemented for my middle-school classroom.

Subjects/Keywords: critical consciousness; Homer; hooks; middle school; pedagogy; Arts and Humanities

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APA (6^th Edition):

Neumeister, S. L. (2012). Circling Back Home: A Lifelong Odyssey into Feminism. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4378

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Neumeister, Scott Leslie. “Circling Back Home: A Lifelong Odyssey into Feminism.” 2012. Thesis, University of South Florida. Accessed February 23, 2020. https://scholarcommons.usf.edu/etd/4378.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Neumeister, Scott Leslie. “Circling Back Home: A Lifelong Odyssey into Feminism.” 2012. Web. 23 Feb 2020.

Vancouver:

Neumeister SL. Circling Back Home: A Lifelong Odyssey into Feminism. [Internet] [Thesis]. University of South Florida; 2012. [cited 2020 Feb 23]. Available from: https://scholarcommons.usf.edu/etd/4378.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Neumeister SL. Circling Back Home: A Lifelong Odyssey into Feminism. [Thesis]. University of South Florida; 2012. Available from: https://scholarcommons.usf.edu/etd/4378

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Clemson University

15. Winburn, Emily Nicole. A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color.

Degree: PhD, Institute on Family and Community Life, 2019, Clemson University

URL: https://tigerprints.clemson.edu/all_dissertations/2461

► Spirituality and critical consciousness have been linked to positive outcomes in the lives of youth of color. Spirituality is connection to a higher power… (more)

▼ Spirituality and critical consciousness have been linked to positive outcomes in the lives of youth of color. Spirituality is connection to a higher power or sense of profound meaning beyond everyday life (transcendence), devotion to their morals and beliefs (fidelity), and awareness of others needs and feelings (contribution) (King et al., 2017). Spirituality can support positive outcomes in youth such as contribution to their community and increased levels of positive youth development (PYD) (Furrow, King, & White, 2004). Critical consciousness is the ability to reflect and take action on inequalities and injustices in society and can provide marginalized and/or oppressed people with the agency to overcome structural and cultural constraints that affect their lives (Freire, 1973). Critical consciousness enables youth to identify the structural and social inequalities present in their lives and in society and equips them with the ability to challenge them. Few studies, however, examine the relations among spirituality and critical consciousness, and their links to PYD and contribution in youth of color. Therefore, the purpose of this quantitative study was to explore how spirituality and critical consciousness support PYD and contribution in a sample of academically high-achieving youth of color (46.2% African-American/Black and 36.9% Latinx) who attended an afterschool college preparatory program (N = 136; 64.6 % female; Mage = 14.5) over an academic year. Results pointed to the importance of spirituality in promoting PYD and contribution in youth of color but indicated no significant relations between critical consciousness and subsequent thriving. Spirituality was found to be especially important for females, as spirituality was strongly linked to PYD in females, but not males. Males on average reported higher levels of PYD than females; however, this difference was driven by females who reported low levels of spirituality also reporting low levels of PYD. Females who reported high levels of spirituality did not differ from males on PYD. In addition, a significant negative relation was found between critical consciousness and subsequent spirituality in female youth. Implications for these findings include the development of church or spiritual community partnerships with youth programs or church-based youth programs to support spirituality and its associated positive outcomes. Advisors/Committee Members: Edmond P Bowers, Committee Chair, Martha Thompson, Bonnie Holday, Arelis Moore de Peralta.

Subjects/Keywords: contribution; critical consciousness; Positive youth development; spirituality; youth

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APA (6^th Edition):

Winburn, E. N. (2019). A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2461

Chicago Manual of Style (16^th Edition):

Winburn, Emily Nicole. “A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color.” 2019. Doctoral Dissertation, Clemson University. Accessed February 23, 2020. https://tigerprints.clemson.edu/all_dissertations/2461.

MLA Handbook (7^th Edition):

Winburn, Emily Nicole. “A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color.” 2019. Web. 23 Feb 2020.

Vancouver:

Winburn EN. A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color. [Internet] [Doctoral dissertation]. Clemson University; 2019. [cited 2020 Feb 23]. Available from: https://tigerprints.clemson.edu/all_dissertations/2461.

Council of Science Editors:

Winburn EN. A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color. [Doctoral Dissertation]. Clemson University; 2019. Available from: https://tigerprints.clemson.edu/all_dissertations/2461

University of Minnesota

16. Hamel, Tracy. The Body Talks Back: An Embodied Expansion of Critical Consciousness.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

URL: http://hdl.handle.net/11299/206661

► In this post-intentional phenomenological study, I investigated the phenomenon of critical consciousness taking shape for young people and adults engaged in a youth participatory action… (more)

▼ In this post-intentional phenomenological study, I investigated the phenomenon of critical consciousness taking shape for young people and adults engaged in a youth participatory action research project. Sixteen participants, including the author, collaborated to examine health, well-being, and barriers to health and well-being over the course of a six-week summer research project. I analyzed sources of post-intentional material including transcripts of work sessions, discussions, focus-group interviews, and my post-reflexion journal entries. Drawing on a neuroscience perspective (van der Kolk, 2014) and more recent considerations of Ladson-Billings’ (1995, 2006, 2014) culturally-relevant pedagogy (CRP)—especially her concern over the unequal attention paid to the development of sociopolitical consciousness (when compared to the attention paid to student achievement and affirmation of student’s cultural identities) in enactments of CRP. My research explores the brain-body connection and suggests that historical trauma (Menakem, 2017) lives in our racialized bodies and our social justice commitments and work cannot be addressed through our rational, thinking brains alone. This work suggests that an important part of fostering our own and one another’s critical consciousness involves recognizing, listening to, and learning from the information our bodies communicate. When we are able to notice the physical sensations we experience, process the emotions that we feel, and begin to notice when our bodies are and are not settled, we have initiated the necessary body work that must take place. This bodily-knowledge can be leveraged when coupled with our cognitive knowledge and skills to better understand ourselves and the world around us, while also better informing our decision-making and action-taking. This study has the possibility to attract the attention of adults who care for young people, youth-workers, and educators that may imagine another way they can be with, care for, and work alongside young people. It offers important insights for understanding how critical consciousness takes shape for both young people and adults; and it explores the ways historical trauma is stored within our racialized bodies and how we might metabolize pain to find ways to heal ourselves and be in new ways with one another in educational contexts.

Subjects/Keywords: critical consciousness; culturally relevant pedagogy; post-intentional phenomenology; trauma; YPAR

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APA (6^th Edition):

Hamel, T. (2019). The Body Talks Back: An Embodied Expansion of Critical Consciousness. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206661

Chicago Manual of Style (16^th Edition):

Hamel, Tracy. “The Body Talks Back: An Embodied Expansion of Critical Consciousness.” 2019. Doctoral Dissertation, University of Minnesota. Accessed February 23, 2020. http://hdl.handle.net/11299/206661.

MLA Handbook (7^th Edition):

Hamel, Tracy. “The Body Talks Back: An Embodied Expansion of Critical Consciousness.” 2019. Web. 23 Feb 2020.

Vancouver:

Hamel T. The Body Talks Back: An Embodied Expansion of Critical Consciousness. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/11299/206661.

Council of Science Editors:

Hamel T. The Body Talks Back: An Embodied Expansion of Critical Consciousness. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206661

UCLA

17. Lee, Clifford. Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project.

Degree: Education, 2012, UCLA

URL: http://www.escholarship.org/uc/item/99j0t9nj

► This study examines how a video game project that focuses on students' lived experiences and cultural practices teach critical literacies and computational thinking. Specifically, this… (more)

Subjects/Keywords: Education; Curriculum development; Computational Thinking; Critical Computational Literacy; Critical consciousness; Critical Literacy; Culturally Relevant Pedagogy; Video games

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APA (6^th Edition):

Lee, C. (2012). Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/99j0t9nj

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lee, Clifford. “Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project.” 2012. Thesis, UCLA. Accessed February 23, 2020. http://www.escholarship.org/uc/item/99j0t9nj.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lee, Clifford. “Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project.” 2012. Web. 23 Feb 2020.

Vancouver:

Lee C. Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project. [Internet] [Thesis]. UCLA; 2012. [cited 2020 Feb 23]. Available from: http://www.escholarship.org/uc/item/99j0t9nj.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee C. Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/99j0t9nj

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Exeter

18. Keyes, Colleen Marie. The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel.

Degree: PhD, 2014, University of Exeter

URL: http://hdl.handle.net/10871/16007

► The present study argues that the central notion and practice unifying Edward Said’s oeuvre is that of “secular” criticism, which he conceives of as the… (more)

▼ The present study argues that the central notion and practice unifying Edward Said’s oeuvre is that of “secular” criticism, which he conceives of as the defining activity and tool of the humanistic intellectual. We also argue that Said sees the intellectual’s moral mission of “secular” criticism as based in Said’s understanding of “humanism” as intellectual production aimed at concrete change in the real world of human struggles for universal justice and human emancipation from oppression of all types. Related to Said’s particular and perennial upholding of a particular understanding of humanism, Said wields a religious-secular rhetoric as a weapon to expose and question the ironic fact of the “religiosity” of those persons, movements, and ideologies claiming their basis in the unswervingly “secular.” Within the overall body of Said commentary, Said’s effort to recover humanism as a useable praxis of human emancipation from oppressive systems has been largely neglected. This is largely due to the misrecognition of Orientalism as Said’s defining project and the consequent sublation of equally if not more significant, defining elements in the Saidian oeuvre than Orientalism , e.g. “secular” criticism. This study finds that the religious-secular trope conveys Said’s notion of what criticism is and does in a re-constructed humanism, a “humanism of liberation,” as Saree Makdisi has aptly called it, and not, as some commentators have seen it, an expression of a self-contradictory disdain for religion with a concomitant defensive posture toward Islam. In this thesis, Said’s religious-secular rhetoric is analyzed for its meaning, for its role in Said’s idea of criticism, and for its significance in Said’s effort to re-construct humanism as an emancipatory practice. Finally, this study argues that Said’s writing to and on the Arab-Islamic world, and particularly his writing on Palestine-Israel, exemplifies what Said means by the term “secular” criticism. In this sense, Said’s work on the problematic of Palestine-Israel is a synechdoche of his entire critical project. This interpretation is unique in that it challenges the idea that Said’s work on Palestine-Israel is an endeavor outside his professional vocation as a humanist and is motivated merely by Said’s passionate attachment to his homeland. This thesis aims to show how Said’s work on the problematic of Palestine-Israel is not only a model of what Said means by the term “secular criticism,” but avers further that, coupled with Said’s writing to and on the Arab Islamic world, his work on Palestine-Israel represents the most significant labor of his “non-humanist” humanism, or the “humanism of liberation” as a still valid practice, and as an intellectual, ethical framework, and a means of concretely furthering the struggle for universal human emancipation—which Said defines as completely in line with his work as a humanist. In other words, Said’s work on the problematic of Palestine-Israel is not a political side-line apart from his work as a man of letters but is a body…

Subjects/Keywords: 202; criticism; critical consciousness; critical humanism; Edward Said; humanism; Palestine-Israel; post-structuralism; non-humanist humanism; anti-humanism; exile; exilic consciousness; religion; theology of liberation

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APA (6^th Edition):

Keyes, C. M. (2014). The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/16007

Chicago Manual of Style (16^th Edition):

Keyes, Colleen Marie. “The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel.” 2014. Doctoral Dissertation, University of Exeter. Accessed February 23, 2020. http://hdl.handle.net/10871/16007.

MLA Handbook (7^th Edition):

Keyes, Colleen Marie. “The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel.” 2014. Web. 23 Feb 2020.

Vancouver:

Keyes CM. The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10871/16007.

Council of Science Editors:

Keyes CM. The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/16007

19. Martin, Salvador. Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces.

Degree: Doctorate in Education, Education, 2011, Loyola Marymount University

URL: https://digitalcommons.lmu.edu/etd/254

► Latinas face many challenges within public schools. They are a marginalized group that has struggled to overcome the effects of practices that have created… (more)

Subjects/Keywords: consciousness; critical; feminist; Freire; Latinas; standpoint; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6^th Edition):

Martin, S. (2011). Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/254

Chicago Manual of Style (16^th Edition):

Martin, Salvador. “Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed February 23, 2020. https://digitalcommons.lmu.edu/etd/254.

MLA Handbook (7^th Edition):

Martin, Salvador. “Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces.” 2011. Web. 23 Feb 2020.

Vancouver:

Martin S. Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2020 Feb 23]. Available from: https://digitalcommons.lmu.edu/etd/254.

Council of Science Editors:

Martin S. Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/254

20. Osorio, Sandra. Promoting critical literacy among emergent bilinguals: an exploration of their identities.

Degree: PhD, 1144, 2013, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/45300

► This study was an action research study that examined how second grade bilingual children defined “the word and their world” (Freire & Macedo, 1987) during… (more)

Subjects/Keywords: literature discussions; identity; critical consciousness

…critical 14 consciousness. Through the teacher’s own reflections, based on the… …discussion or critical thinking. These materials narrowed the curriculum because there was only one… …theory and critical literacy. I chose sociocultural theory because it discusses the importance… …literature discussions. In addition, this study is greatly informed by Freire’s critical literacy… …Freire, 1970). The definition of “conscientization” that I use is one of critical…

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APA (6^th Edition):

Osorio, S. (2013). Promoting critical literacy among emergent bilinguals: an exploration of their identities. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/45300

Chicago Manual of Style (16^th Edition):

Osorio, Sandra. “Promoting critical literacy among emergent bilinguals: an exploration of their identities.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 23, 2020. http://hdl.handle.net/2142/45300.

MLA Handbook (7^th Edition):

Osorio, Sandra. “Promoting critical literacy among emergent bilinguals: an exploration of their identities.” 2013. Web. 23 Feb 2020.

Vancouver:

Osorio S. Promoting critical literacy among emergent bilinguals: an exploration of their identities. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2142/45300.

Council of Science Editors:

Osorio S. Promoting critical literacy among emergent bilinguals: an exploration of their identities. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/45300

Portland State University

21. Wallin-Ruschman, Jennifer. A Girl Power Study: Looking and Listening to the Role of Emotions and Relationality in Developing Critical Consciousness.

Degree: PhD, Psychology, 2014, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/1837

► The concept of critical consciousness centers on the capacity for involvement in social change efforts. Its development has been the aim of many recent… (more)

Subjects/Keywords: Consciousness – Philosophy; Critical pedagogy; Cognitive dissonance; Emotions and cognition; Cognitive Psychology; Philosophy of Mind

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APA (6^th Edition):

Wallin-Ruschman, J. (2014). A Girl Power Study: Looking and Listening to the Role of Emotions and Relationality in Developing Critical Consciousness. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/1837

Chicago Manual of Style (16^th Edition):

Wallin-Ruschman, Jennifer. “A Girl Power Study: Looking and Listening to the Role of Emotions and Relationality in Developing Critical Consciousness.” 2014. Doctoral Dissertation, Portland State University. Accessed February 23, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/1837.

MLA Handbook (7^th Edition):

Wallin-Ruschman, Jennifer. “A Girl Power Study: Looking and Listening to the Role of Emotions and Relationality in Developing Critical Consciousness.” 2014. Web. 23 Feb 2020.

Vancouver:

Wallin-Ruschman J. A Girl Power Study: Looking and Listening to the Role of Emotions and Relationality in Developing Critical Consciousness. [Internet] [Doctoral dissertation]. Portland State University; 2014. [cited 2020 Feb 23]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1837.

Council of Science Editors:

Wallin-Ruschman J. A Girl Power Study: Looking and Listening to the Role of Emotions and Relationality in Developing Critical Consciousness. [Doctoral Dissertation]. Portland State University; 2014. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1837

University of Akron

22. Turner-Essel, Laura D. Critical Consciousness Development of Black Women Activists: A Qualitative Examination.

Degree: PhD, Counseling Psychology, 2013, University of Akron

URL: http://rave.ohiolink.edu/etdc/view?acc_num=akron1340049818

► Critical consciousness is important in that it helps oppressed people to broaden their analysis of personal problems, recognize the historical and political contexts in which… (more)

Subjects/Keywords: Counseling Psychology; Psychology; Black women; activists; activism; critical consciousness; development; social justice; phenomenology

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APA (6^th Edition):

Turner-Essel, L. D. (2013). Critical Consciousness Development of Black Women Activists: A Qualitative Examination. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1340049818

Chicago Manual of Style (16^th Edition):

Turner-Essel, Laura D. “Critical Consciousness Development of Black Women Activists: A Qualitative Examination.” 2013. Doctoral Dissertation, University of Akron. Accessed February 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1340049818.

MLA Handbook (7^th Edition):

Turner-Essel, Laura D. “Critical Consciousness Development of Black Women Activists: A Qualitative Examination.” 2013. Web. 23 Feb 2020.

Vancouver:

Turner-Essel LD. Critical Consciousness Development of Black Women Activists: A Qualitative Examination. [Internet] [Doctoral dissertation]. University of Akron; 2013. [cited 2020 Feb 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1340049818.

Council of Science Editors:

Turner-Essel LD. Critical Consciousness Development of Black Women Activists: A Qualitative Examination. [Doctoral Dissertation]. University of Akron; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1340049818

23. Woodbridge, Lindsay. Master's-level counseling students' perceptions of journaling as a tool for developing reflective thinking and self-awareness.

Degree: 2014, U of Wisconsin - Whitewater

URL: http://digital.library.wisc.edu/1793/73802

►

This file was last viewed in Adobe Acrobat Reader DC.

Counselor educators are invested in helping students develop reflective thinking skills and increasing self-awareness, and… (more)

Subjects/Keywords: Counselor trainees – Training of; Diaries – Authorship; Counselor trainees – Attitudes; Critical thinking; Self-consciousness (Awareness)

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APA (6^th Edition):

Woodbridge, L. (2014). Master's-level counseling students' perceptions of journaling as a tool for developing reflective thinking and self-awareness. (Thesis). U of Wisconsin - Whitewater. Retrieved from http://digital.library.wisc.edu/1793/73802

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Woodbridge, Lindsay. “Master's-level counseling students' perceptions of journaling as a tool for developing reflective thinking and self-awareness.” 2014. Thesis, U of Wisconsin - Whitewater. Accessed February 23, 2020. http://digital.library.wisc.edu/1793/73802.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Woodbridge, Lindsay. “Master's-level counseling students' perceptions of journaling as a tool for developing reflective thinking and self-awareness.” 2014. Web. 23 Feb 2020.

Vancouver:

Woodbridge L. Master's-level counseling students' perceptions of journaling as a tool for developing reflective thinking and self-awareness. [Internet] [Thesis]. U of Wisconsin - Whitewater; 2014. [cited 2020 Feb 23]. Available from: http://digital.library.wisc.edu/1793/73802.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Woodbridge L. Master's-level counseling students' perceptions of journaling as a tool for developing reflective thinking and self-awareness. [Thesis]. U of Wisconsin - Whitewater; 2014. Available from: http://digital.library.wisc.edu/1793/73802

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Loyola University Chicago

24. Aydin, Fatma. Self-Esteem and Critical Consciousness in the Relation between Subjective Social Class and Subjective Well-Being Among College Students: Mediation and Moderated Mediation Models.

Degree: PhD, Psychology, 2016, Loyola University Chicago

URL: https://ecommons.luc.edu/luc_diss/2275

► Subjective social class (SSC) and subjective well-being (SWB) are important indicators of mental health, and the scientific literature has indicated significant relationships between these… (more)

Subjects/Keywords: critical consciousness; moderated mediation; self-esteem; social class; subjective well-being; Counseling Psychology

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APA (6^th Edition):

Aydin, F. (2016). Self-Esteem and Critical Consciousness in the Relation between Subjective Social Class and Subjective Well-Being Among College Students: Mediation and Moderated Mediation Models. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2275

Chicago Manual of Style (16^th Edition):

Aydin, Fatma. “Self-Esteem and Critical Consciousness in the Relation between Subjective Social Class and Subjective Well-Being Among College Students: Mediation and Moderated Mediation Models.” 2016. Doctoral Dissertation, Loyola University Chicago. Accessed February 23, 2020. https://ecommons.luc.edu/luc_diss/2275.

MLA Handbook (7^th Edition):

Aydin, Fatma. “Self-Esteem and Critical Consciousness in the Relation between Subjective Social Class and Subjective Well-Being Among College Students: Mediation and Moderated Mediation Models.” 2016. Web. 23 Feb 2020.

Vancouver:

Aydin F. Self-Esteem and Critical Consciousness in the Relation between Subjective Social Class and Subjective Well-Being Among College Students: Mediation and Moderated Mediation Models. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2016. [cited 2020 Feb 23]. Available from: https://ecommons.luc.edu/luc_diss/2275.

Council of Science Editors:

Aydin F. Self-Esteem and Critical Consciousness in the Relation between Subjective Social Class and Subjective Well-Being Among College Students: Mediation and Moderated Mediation Models. [Doctoral Dissertation]. Loyola University Chicago; 2016. Available from: https://ecommons.luc.edu/luc_diss/2275

Boston College

25. Ananian, Lillian Virginia. Relationship Based Care: Exploring the Manifestations of Health as Expanding Consciousness within a Patient and Family Centered Medical Intensive Care Unit.

Degree: PhD, Nursing, 2014, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:103534

► A family's unique way of being, formulated through social, economic, environmental and political factors, becomes fractured during a loved one's critical illness. Family members experience… (more)

▼ A family's unique way of being, formulated through social, economic, environmental and political factors, becomes fractured during a loved one's critical illness. Family members experience burdensome physical and emotional symptoms as they transition through the marked uncertainty endemic to high acuity illness. For some, this burden results in long term psychiatric disturbances. Assessment tools and interventions have been proposed for family members experiencing a loved one's critical illness. However, ongoing suffering suggests inherent limitations within these reductionist approaches. The need for a more encompassing disciplinary perspective is suggested. Margaret Newman's (1986, 1994, 2008) theory of Health as Expanding Consciousness (HEC) and its praxis research method was employed to explore relationship based care among intensive care unit (ICU) family members and registered nurses. HEC retains person/environmental integrity through unfolding of unitary knowledge via exploration of meaning. Additionally, its holistic perspective aligns philosophically with the belief in nursing science as the study of caring in the human health experience, endorsing both the mutuality of the nurse/client relationship and pattern recognition's capacity to inspire transformational growth. The study was performed in an eighteen bed medical ICU in the northeast region of the United States. This unit's design includes an integrated critical/palliative care model. Exploration of the study's two research questions was accomplished using the practice and research components of HEC within a sample of eight family members and six registered nurses. Results demonstrated family members' capacity to achieve consciousness expansion within the context of a loved one's critical illness. Registered nurses revealed their ability to steadfastly partner with both patients and families. Repetitive elements distinguished as thematic commonalities were recognized among both family member and registered nurse participants. Additionally, thematic integration between family members and registered nurses was appreciated. HEC was found to offer unique insights into caring relationships between ICU family members and registered nurses. Advisors/Committee Members: Dorothy Jones (Thesis advisor).

Subjects/Keywords: Critical Care Nursing; Family Centered Care; Health as Expanding Consciousness; Relationship Based Care

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APA (6^th Edition):

Ananian, L. V. (2014). Relationship Based Care: Exploring the Manifestations of Health as Expanding Consciousness within a Patient and Family Centered Medical Intensive Care Unit. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:103534

Chicago Manual of Style (16^th Edition):

Ananian, Lillian Virginia. “Relationship Based Care: Exploring the Manifestations of Health as Expanding Consciousness within a Patient and Family Centered Medical Intensive Care Unit.” 2014. Doctoral Dissertation, Boston College. Accessed February 23, 2020. http://dlib.bc.edu/islandora/object/bc-ir:103534.

MLA Handbook (7^th Edition):

Ananian, Lillian Virginia. “Relationship Based Care: Exploring the Manifestations of Health as Expanding Consciousness within a Patient and Family Centered Medical Intensive Care Unit.” 2014. Web. 23 Feb 2020.

Vancouver:

Ananian LV. Relationship Based Care: Exploring the Manifestations of Health as Expanding Consciousness within a Patient and Family Centered Medical Intensive Care Unit. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2020 Feb 23]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:103534.

Council of Science Editors:

Ananian LV. Relationship Based Care: Exploring the Manifestations of Health as Expanding Consciousness within a Patient and Family Centered Medical Intensive Care Unit. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:103534

Boston College

26. Phan, Olivia Minh. The Psychological Armor of Urban Adolescents: Exploring the Influence of Critical Consciousness and Racial Identity on Career Adaptability.

Degree: PhD, Counseling, Developmental, and Educational Psychology, 2010, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101392

► Deficit-oriented research has ignored the strengths of urban adolescents of color, perpetuating interpretations that they are deviant and pathological (Spencer et al., 2006). Generally unacknowledged… (more)

Subjects/Keywords: career adaptability; critical consciousness; outcome expectations; racial identity; urban adolescents; work satisfaction

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APA (6^th Edition):

Phan, O. M. (2010). The Psychological Armor of Urban Adolescents: Exploring the Influence of Critical Consciousness and Racial Identity on Career Adaptability. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101392

Chicago Manual of Style (16^th Edition):

Phan, Olivia Minh. “The Psychological Armor of Urban Adolescents: Exploring the Influence of Critical Consciousness and Racial Identity on Career Adaptability.” 2010. Doctoral Dissertation, Boston College. Accessed February 23, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101392.

MLA Handbook (7^th Edition):

Phan, Olivia Minh. “The Psychological Armor of Urban Adolescents: Exploring the Influence of Critical Consciousness and Racial Identity on Career Adaptability.” 2010. Web. 23 Feb 2020.

Vancouver:

Phan OM. The Psychological Armor of Urban Adolescents: Exploring the Influence of Critical Consciousness and Racial Identity on Career Adaptability. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2020 Feb 23]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101392.

Council of Science Editors:

Phan OM. The Psychological Armor of Urban Adolescents: Exploring the Influence of Critical Consciousness and Racial Identity on Career Adaptability. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101392

University of Waterloo

27. McRoberts, Daniel. Building a movement – Solidarity, activism and travel from North America to Nicaragua.

Degree: 2012, University of Waterloo

URL: http://hdl.handle.net/10012/7110

► Many new forms of tourism have emerged over the past two decades claiming to provide an alternative, responsible approach to international travel. Unlike ecotourism and… (more)

Subjects/Keywords: alternative tourism; critical consciousness; global education; narrative; social movements; solidarity activism; Nicaragua; fair trade

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APA (6^th Edition):

McRoberts, D. (2012). Building a movement – Solidarity, activism and travel from North America to Nicaragua. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/7110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McRoberts, Daniel. “Building a movement – Solidarity, activism and travel from North America to Nicaragua.” 2012. Thesis, University of Waterloo. Accessed February 23, 2020. http://hdl.handle.net/10012/7110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McRoberts, Daniel. “Building a movement – Solidarity, activism and travel from North America to Nicaragua.” 2012. Web. 23 Feb 2020.

Vancouver:

McRoberts D. Building a movement – Solidarity, activism and travel from North America to Nicaragua. [Internet] [Thesis]. University of Waterloo; 2012. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10012/7110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McRoberts D. Building a movement – Solidarity, activism and travel from North America to Nicaragua. [Thesis]. University of Waterloo; 2012. Available from: http://hdl.handle.net/10012/7110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

28. Burford, Natasha. Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students.

Degree: 2014, University of Toronto

URL: http://hdl.handle.net/1807/65533

►

In this thesis, I consider the ways in which classroom teachers develop critical consciousness and implement it within their pedagogy in the context of effectively… (more)

Subjects/Keywords: teacher training; Black students; critical consciousness; decolonizing pedagogy; spirituality in teacher education; 0530

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APA (6^th Edition):

Burford, N. (2014). Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/65533

Chicago Manual of Style (16^th Edition):

Burford, Natasha. “Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students.” 2014. Masters Thesis, University of Toronto. Accessed February 23, 2020. http://hdl.handle.net/1807/65533.

MLA Handbook (7^th Edition):

Burford, Natasha. “Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students.” 2014. Web. 23 Feb 2020.

Vancouver:

Burford N. Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1807/65533.

Council of Science Editors:

Burford N. Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65533

University of Toronto

29. Ekoh, Ijeoma. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.

Degree: 2012, University of Toronto

URL: http://hdl.handle.net/1807/33647

►

This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial… (more)

Subjects/Keywords: Standardized Testing; African consciousness; Indigenous African Education; Nigerian Education; critical education; colonial education; 0998

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APA (6^th Edition):

Ekoh, I. (2012). High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33647

Chicago Manual of Style (16^th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Masters Thesis, University of Toronto. Accessed February 23, 2020. http://hdl.handle.net/1807/33647.

MLA Handbook (7^th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Web. 23 Feb 2020.

Vancouver:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1807/33647.

Council of Science Editors:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33647

University of Kentucky

30. Mosley, Della V. EXPLORING CRITICAL CONSCIOUSNESS, FACILITATING BLACK LIBERATION.

Degree: 2018, University of Kentucky

URL: https://uknowledge.uky.edu/edp_etds/78

► The current study aimed to uncover processes and experiences that led individuals to critically engage in racial justice activism, specifically the Black Lives Matter movement.… (more)

Subjects/Keywords: Critical Consciousness; Racial Trauma; Anti-Black Racism; Activism; Black Lives Matter; Counseling Psychology

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APA (6^th Edition):

Mosley, D. V. (2018). EXPLORING CRITICAL CONSCIOUSNESS, FACILITATING BLACK LIBERATION. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edp_etds/78

Chicago Manual of Style (16^th Edition):

Mosley, Della V. “EXPLORING CRITICAL CONSCIOUSNESS, FACILITATING BLACK LIBERATION.” 2018. Doctoral Dissertation, University of Kentucky. Accessed February 23, 2020. https://uknowledge.uky.edu/edp_etds/78.

MLA Handbook (7^th Edition):

Mosley, Della V. “EXPLORING CRITICAL CONSCIOUSNESS, FACILITATING BLACK LIBERATION.” 2018. Web. 23 Feb 2020.

Vancouver:

Mosley DV. EXPLORING CRITICAL CONSCIOUSNESS, FACILITATING BLACK LIBERATION. [Internet] [Doctoral dissertation]. University of Kentucky; 2018. [cited 2020 Feb 23]. Available from: https://uknowledge.uky.edu/edp_etds/78.

Council of Science Editors:

Mosley DV. EXPLORING CRITICAL CONSCIOUSNESS, FACILITATING BLACK LIBERATION. [Doctoral Dissertation]. University of Kentucky; 2018. Available from: https://uknowledge.uky.edu/edp_etds/78

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Open Access Theses and Dissertations