Turning in or Tuning Out? Listening to Silences in Education for Critical Political Consciousness

Autor/in	Stauber, Leah S.
Titel	Turning in or Tuning Out? Listening to Silences in Education for Critical Political Consciousness
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 30 (2017) 6, S.560-575 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2016.1269971
Schlagwörter	Social Justice; High School Students; Consciousness Raising; Political Issues; Females; Ethnography; Action Research; College Faculty; Secondary School Teachers; Graduate Students; Curriculum Development; Teaching Methods; Participant Observation; Social Development; Student Participation; Hispanic American Students; At Risk Students; Gender Bias; Interviews; Arizona (Tucson) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bewusstseinsbildung; Politischer Faktor; Weibliches Geschlecht; Ethnografie; Projektforschung; Fakultät; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Teilnehmende Beobachtung; Soziale Entwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hispanic; Hispanic Americans; Hispanoamerikaner; Geschlechterstereotyp; Interviewing; Interviewtechnik
Abstract	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." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01