Module III
Critical Consciousness
Description
Tintiangco-Cubales et al., (2014) define the third component, critical consciousness as having an understanding of the structural forms of domination and subordination students of color experience.
Critical consciousness plays an important role in Ladson-Billings (1994) framework for culturally responsive pedagogy because Aronson and Laughter (2015) report it is when educators begin to recognize the sociopolitical issues within themselves before incorporating issues like race, class, and gender in their instruction. Researchers Dixson and Fashing-Varner from the KIPP Foundation share similar findings by emphasizing critical consciousness is attained when educators use their knowledge and teaching towards the eradication of injustice among students.
Aronson, B., & Laughter, J. (2015). The theory and practice of culturally relevant education: A synthesis of research across content areas
1. Recognize Your Own Biases
Teachers need to have an awareness of students' cultural and linguistic strengths, and aligning the same expectations for all students. Reducing prejudices and dismantling the hidden deficit perspectives of some educators becomes challenging to overcome without holding teachers accountable for attaining cultural competency. This has also been addressed by Savage et al. (2011) who asserts that teachers need to acknowledge their own biases, ideas, stereotypes of culture before they can commit to culturally responsive pedagogy. In light of these findings, negative dispositions and expectations towards culturally and linguistically diverse students will continue to perpetuate if teachers do not increase their cultural awareness or identify areas for growth.
2. Build Relationships
An important theme from Ladson-Billings' (1994) principle of CRT is to maintain fluid teacher/student relationships that are equitable and extend beyond the classroom. Student-teacher relationships are strengthened when everyone's cultural identity is valued and recognized. This appreciation for diversity creates a classroom community that is inclusive. It is also beneficial for teachers to learn about students' outside of the classroom because it builds the home-to-school connection. Teachers can extend their relationships with families and their community members by inviting them into the classroom to be a learning partner for students. Bringing the community into the classroom makes learning authentic for students and creates positive relationships.
3. Raise Students' Sociopolitical Awareness
Students' achieve critical consciousness when they can identify, critique, and challenge the social forces that create racism, inequity, and systemic oppression (Ladson-Billings, 2000). Students need to understand the inequities that are happening in the world and what they can do to dismantle systemic oppressions they may be challenge with. Teachers can help students develop their critical consciousness by teaching them how to take action against racial injustices. This can begin with explicitly teaching social justice language, so that students can recognize issues of inequality at the individual and institutional level. Students will also benefit from opportunities to build their cultural awareness and motivate them to address social issues that impact their community.
4. Educate Yourself on the Community's Story
Based on Ladson-Billings (1994) propositions, teachers should also raise their sociopolitical awareness by learning about the surrounding community students live in. This larger sociopolitical understanding of the school and community can help teachers identify the needs of students' and how to improve their access to opportunities. Learning about the demographics, public resources, housing availability, environment, and recreations accessible to the community can provide critical information about the community they serve. Sociopolitical awareness bridges the gap between school and the community for students by teaching issues that are relevant to their experiences. In addition, teachers with this awareness understand their influence  transcends beyond the classroom of their school.
5. Advocate
Ladson-Billings has applied aspects of CRT into the current use of Critical Race Theory that states "to challenge the dominant ideology". Teachers can advocate for equal access to curriculum by challenging the current ideology in schools for emergent bilinguals and students of color. Ensuring these students have diverse opportunities to demonstrate their learning and address their needs. Advocacy begins with welcoming emergent bilinguals and students of color to an inclusive environment. Some advocacy strategies include ensuring information is provided to students' and their families in their home language. Another important strategy is to advocate for reliable and valid assessments that demonstrate students' learning. Schools can work with other school members to ensure emergent bilinguals have appropriate accommodations for instruction and assessment.
Reflective Questions
How can I use my understanding of culture to disrupt inequitable systems that impact BIPOC?
How can I work towards systems of inclusion and equity from an institutional level?
Explain ways that you can advocate for equity for culturally and linguistically diverse students at the individual and institutional level?