Schooling for Critical Consciousness addresses how schools can help Black and Latinx youth resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves.
The authors make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people in learning to analyze, navigate, and challenge racial injustice.
Schooling for Critical Consciousness provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve.
Tentang Penulis
Scott Seider is an associate professor of applied developmental psychology at the Boston College Lynch School of Education & Human Development. Dr. Seider’s research focuses on the civic development of adolescents, and he has reported on this work in more than seventy academic publications. He is also the author of two previous books,
Shelter: Where Harvard Meets the Homeless (Continuum, 2010) and
Character Compass: How Powerful School Culture Can Point Students Toward Success (Harvard Education Press, 2012), both of which won the American Educational Research Association’s outstanding book award in moral development and education. Prior to joining the Boston College faculty, Dr. Seider worked as a teacher-educator at Boston University and as a secondary English teacher in the Boston Public Schools.
Daren Graves is an associate professor of education at Simmons University, where his research lies at the intersection of critical race theory, racial identity development, and teacher education. His work has been published in numerous academic journals including
Developmental Psychology,
Applied Developmental Science, and
Youth & Society. He also coteaches Critical Race Theory in Education at Harvard Graduate School of Education. Dr. Graves currently serves as cochair of the AERA Hip Hop Theories, Praxis & Pedagogies Special Interest Group and as the liaison between Simmons University and the Boston Teachers Union Pilot School, a public K–8 school where he works closely with teachers and students.
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