Conscientization as Freire conceived it must be adapted for dominant-group students in privileged classrooms.

Evidence

Freire’s concept of conscientizaçāo or conscientization does not inherently exclude the oppressor, but it is based on the experience of the oppressed who have been denied access and input in the structuring of their communities, and shaping of their future (Freire, 1970). While Freire worked with the disenfranchised, US educators in PWIs experience the challenge of working with student populations that are members, through inheritance, of the dominant group that has benefited from the oppression of racially minoritized communities. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 464

Categorization

• XREF: connects to: Mindful bidirectional attention produces the critical consciousness Freire described.; Reform legislation citing Freire reduced his ideas to catchphrases — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 937; Freire’s conscientization must be adapted when teaching privileged students, not only the oppressed — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 464

Broader Connections

• Reform legislation citing Freire reduced his ideas to catchphrases #corroborates (0.72) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 937