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Does a High-Quality education develop critical thinking  & Critical consciousness ?
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Does a High-Quality education develop critical thinking & Critical consciousness ?

Closing quotation

Conclusions

Critical consciousness

Map

Research questions

Giving context

Critical thinking

Criticalities compared

High-quality education

Does a high-quality education help young people develop critical thinking and, beyond this, the ability to engage critically with the world around them?

How do different definitions of a high-quality education impact the development of critical thinking and criticality?

How are critical thinking and criticality related?

What are critical thinking and criticality?

research questions

2020

COVID-19 Pandemic

2016

1619

Post-Truth Culture

No Child Left Behind Act & Standardized Testing

2001

03

1983

05

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Racial and Socio-Economic Inequality

01

A Nation At Risk & Global Economic Competition

Why These Questions?Giving Context

“...'critical thinking' is used so frequently and so broadly as to have lost the precision needed to apply it to measurable or demonstrable outcomes" (Lloyd & Baher, 2020, p. 2).

Another open question in the field has to do with whether critical thinking is a "free-floating" skill or if it is content-specific—that is, If one knows how to think critically, can this be applied in any context?

One debate related to critical thinking has to do with whether it is purely a mental skill—such as rational reasoning—or whether it includes attitudes, dispositions, and propensities.

Contours of Critical Thinking

Finally, leaders in the field think differently about the relationship between critical thinking and action, with some believing that true critical thinking will necessarily impact actions and others disagreeing.

A critical orientation is built on the belief that there is an unjust status quo, supported by unjust power structures—including education—that should be transformed.

Freire was a thought leader in this field, introducing especially the importance of developing critical literacy—reading the word as well as reading the world—in order to act against injustice.

Theorists find roots of critical theory in the work of Marx, such as in his statement: “The philosophers have only interpreted the world, in various ways; the point, however, is to change it" (Marx 1845/1977, p. 158).

Contours of Critical Consciousness

Many theorists, such as Giroux , Freire and hooks, propose that action is an integral part of critical consciousness. It is not enough to become more conscious; this should lead to action. Freire referred to these two dimensions as praxis.

Critical Consciousness

  • Helps people to see what is inaccurate and untrue
  • Encourages people to take a side, the side of the oppressed
  • Focuses more on the collective
  • Has been accused of indoctrination
  • Helps people to see what is inaccurate and untrue.
  • Encourages people to remain neutral
  • Focuses more on the individual
  • Has been accused of being Eurocentric

Critical Thinking

COMPARISON

Culturally Sustaining

Knowledge-Focused

Leads to High Test Scores

To determine whether or not a "high-quality education" develops in young people the sought-after abilities of critical thinking and critical consciousness, it is necessary to understand first how to define it.

How is a high-quality education defined?

“...rather than enrich teaching and learning and promote the sorts of literacies and academic dispositions prized in the new economy, accountability policies promoted a narrow focus on skills to pass high-stakes tests”.

Lipman, 2008, p. 53

Despite the stated intention of increasing equity, evidence suggests that an emphasis on testing has led to increasing disparities in educational quality along the fault lines of race and class, as well as to an overall watering down of content with an emphasis on basic skills.

Defined by High Test Scores

"...one aspects of significant disparities in academic achievement between White and African American students at Farley was the privileging of Eurocentric knowledge and middle-class cultural capital, and the failure to foster critical perspectives.”

Lipman, 2008, p. 53

Those who consider critical thinking to be content-dependent support increasing access to information and knowledge in classrooms, as opposed to skill development. Proponents of critical consciousness focus on whose knowledge is taught (is it only the literary canon and Eurocentric history?) and whether students are playing encouraged to interrogate who benefits from it.Thus, knowledge-heavy curriculum may or may not develop critical thinking and criticality.

Defined as Knowledge-Focused

Culturally sustaining pedagogies center "the practices of youth of color", emphasize "critical engagement with the dynamic, shifting nature of race, ethnicity, language, and cultural practice" and are committed "to critically sustaining our plural present and future."

Paris & Alim, 2014, p. 94

Culturally relevant and sustaining pedagogies assert that, beyond helping students of color just develop the mental skills of rational and critical thinking (which could be conceived of as Eurocentric), the assets they especially bring should be upheld and they should be assisted to develop a critical orientation to power and privilege in society.

Defined as Culturally Sustaining

WHere does this leave us?

It is clear that financial inequity will only increase if students are not equipped with critical thinking skills, given the priorities of the labor market. And social inequity will continue to grow if all students are not supported to develop critical consciousness—the inclination to question how power and privilege impact the norms, structures, systems, and culture of society and the capacities to take action against injustice.It is essential, then, that in addition to helping students pass tests and get jobs, the education system in the United States develop in them the abilities of critical thinking and a critical orientation. The steps that have been taken at the national level in recent years to increase education quality—particularly standards-based standardized testing and the increase in charter schools—have not proven to be effective. Other attempts should be made to make education more knowledge-heavy, intellectually engaging and culturally sustaining, and to ensure that education of this caliber is available to all young Americans.

"Stratified education is nothing new in the United States, but because of the centrality of knowledge in the new economy, the highly polarized nature of the labor market, and the dualization of every aspect of life--from housing to health care to access to the social amenities of the city--who has access to what kind of education has perhaps greater implications than ever before."

Lipman, 2008, p. 52

Johnston, B., Mitchell, R., Myles, F., & Ford, P. (2012). Developing student criticality in Higher Education: Undergraduate Learning in the arts and Social Sciences. Bloomsbury Academic. Lipman, P. (2008). Chapter 2: Education policy, race, and neoliberal urbanism. Counterpoints, 316, 45–66. http://www.jstor.org/stable/42979838 Lipman, P. (2010). “Politics by other means”: Education accountability and the surveillance state. In T. Monahan & R. D. Torres (Eds.), Schools under surveillance: Cultures of Control in Public Education (pp. 159–174). essay, Rutgers University Press. Marx, Karl (1845/1977), “Theses on Feuerbach.” Karl Marx: Selected Writings, David McLellan, ed. (New York: Oxford University Press), 158. Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2018). Teaching to change the world (5th ed.). Routledge. Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77 Peel, A. (2017). Complicating canons: A critical literacy challenge to common core assessment. Literacy, 51(2), 104–110. https://doi.org/10.1111/lit.12106 Varghese, N. V. (2018). Criticality, empathy and welfare in educational discourses. Contemporary Education Dialogue, 15(2), 122–142. https://doi.org/10.1177/0973184918781209

Burbules, N. C. (2022). Promoting critical thinking in anti-critical thinking times: Lessons from covid discourse. Philosophical Inquiry in Education, 29(1), 5. https://doi.org/10.7202/1088374ar Freire, P. (2020). Pedagogy of the oppressed. Bloomsbury Academic. Halx, M. D. (2022). Criticality in undergraduate education: Is a non-critical classroom experience a lesson in deceit? Power and Education, 175774382211173. https://doi.org/10.1177/17577438221117342 Haderlein, S. K., Saavedra, A. R., Polikoff, M. S., Silver, D., Rapaport, A., & Garland, M. (2021). Disparities in educational access in the time of covid: Evidence from a Nationally Representative Panel of American families. AERA Open, 7, 233285842110413. https://doi.org/10.1177/23328584211041350 Hauke, E. (2019). Understanding the world today: The roles of knowledge and knowing in higher education. Teaching in Higher Education, 24(3), 378–393. https://doi.org/10.1080/13562517.2018.1544122 hooks, b. (2010). Teaching critical thinking: Practical wisdom. Routledge. Gilliom, J. (2010). Lying, cheating, and teaching to the test: The politics of surveillance under No Child Left Behind. In T. Monahan & R. D. Torres (Eds.), Schools under surveillance: Cultures of Control in Public Education (pp. 194–209). essay, Rutgers University Press.

References

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Conclusions

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