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Critical Consciousness: A Critique and Critical Analysis of the Literature

机译：批判意识：对文学的批判和批判分析

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The education system has been heralded as a tool of liberation and simultaneously critiqued as a tool of social control to maintain the oppressive status quo. Critical consciousness (CC), developed by the Brazilian educator, Paulo Freire, advanced an educational pedagogy to liberate the masses from systemic inequity maintained and perpetuated by process, practices and outcomes of interdependent systems and institutions. If people are not aware of inequity and do not act to constantly resist oppressive norms and ways of being, then the result is residual inequity in perpetuity. If inequity is likened to a disease or poison, then CC has been deemed the antidote to inequity and the prescription needed to break the cycle. As such, CC is a construct that has important scholarly, practice and policy implications. Scholars, noting the relevance and application of CC to current social problems, have advanced CC theory and practice. However, these innovative advancements have left fissures in the CC theoretical base in need of resolution and consensus to advance a collective and organized body of CC theory. This paper explores the divergent CC scholarship within CC theory and practice articles, provides an in-depth review of the inconsistencies, and suggests ideas to resolve the discrepancies from the literature to support the need for a new, CC-based construct, transformative potential. Without such a review, moving toward conceptual clarity, the lack of a coherent CC knowledgebase will impede the reflection and action needed to transform systems and institutions that maintain and perpetuate systemic inequity that have dehumanizing consequences. If implemented within urban education, theoretical models, grounded in CC theory, could help achieve a system of education that is just, equitable and liberating.
机译：教育制度被誉为解放的工具，同时也被批评为维持压迫性现状的社会控制工具。由巴西教育家保罗·弗莱雷（Paulo Freire）开发的批判意识（CC）推进了一种教育教学法，使群众摆脱了相互依存的制度和机构的过程，实践和成果所维持和长期存在的系统性不平等。如果人们不意识到不平等，不采取行动不断抵制压迫性规范和存在方式，那么结果就是永存的剩余不平等。如果将不平等比作疾病或毒药，则CC被认为是不平等的解毒剂和打破周期所需的处方。因此，CC具有重要的学术，实践和政策意义。学者们注意到CC在当前社会问题中的相关性和应用，因此具有先进的CC理论和实践。但是，这些创新性进步使CC理论基础中的裂痕需要解决和共识，以推动CC理论的集体和组织。本文探讨了CC理论和实践文章中不同的CC奖学金，对这些矛盾之处进行了深入的综述，并提出了解决文献差异的想法，以支持对基于CC的新结构，变革潜力的需求。如果不进行这样的审查，就朝着概念清晰的方向发展，缺乏连贯的CC知识库将阻碍变革，以维持和维持具有不人道性后果的系统性不平等的系统和机构。如果在城市教育中实施，以CC理论为基础的理论模型可以帮助实现公正，公平和解放的教育体系。

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