Teachers’ own consciousness gaps block culturally relevant pedagogy from actually using critical consciousness.

Evidence

Third, in critical pedagogical work, we need to recenter the notion of critical consciousness, whose meaning, over time, has been diluted. It is important to note that Freire’s conscientization considers critical consciousness as a state of being that develops over time. Du Bois and later critical race educators not only agree with this stance but also operationalize critical consciousness as a tool for learners to use to question texts, pedagogies, and curricula in order to unveil bias, oppression, or marginalization. Ladson-Billings’s culturally relevant pedagogy (CRP) and other theories stress using a critical consciousness lens but this does not often occur in practice (Ladson-Billings, 2017). Such omission occurs from teachers’ consciousness gap (Carter, 2008). If teachers have consciousness gaps, can we expect them to deepen young children’s critical consciousness? — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 249

Categorization

• SEED: Angle: teacher training has treated critical consciousness as add-on theory rather than a developed disposition; why the ‘consciousness gap’ persists in teacher-prep curricula across education levels.
• XREF: connects to: Community-centered teacher education cultivates critical consciousness in future educators — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 366; Mindfulness-based teacher transformation can be reframed through Freirean critical consciousness — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 694; Standardized prepackaged curricula suppress learners’ critical thinking about their own experience — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 191 (+3 more)