Developing Critical Consciousness: A Personal Reflection

Authors

  • Carol Collins Ontario Institute for Studies in Education, University of Toronto

Abstract

This article provides a personal reflection on the development of the author's critical consciousness and is meant to trigger debate on the relevance critical consciousness has for adult educators. Freire's stages of consciousness are used to provide a framework for understanding its development. Links between critical consciousness and consciousness raising are examined, and the issue of resistance is explored; these connections are used to discuss praxis involving both thought and action. Examples of the author's actions are used to illustrate how the development of critical consciousness has changed her personal, academic, and professional life. These demonstrate that critical consciousness does not evolve on its own, but rather requires supports that are external to oneself.

Résumé

Cet article constitue une réflexion personnelle sur le développement de la conscience critique de son auteure et vise à amorcer le débat sur la pertinence de cette conscience pour les éducateurs d'adultes. Les étapes de la conscientisation de Freire fournissent un cadre pour comprendre ce développement. L'on y examine les liens entre la conscience critique et la conscientisation ainsi que la question de la résistance. Ces liens sont utilisés pour analyser la praxis qui implique la pensée et l'action. Des exemples parmi les actions de l'auteur sont utilisés afin d'illustrer comment le développement de la conscience critique a changé sa vie personnelle, académique et professionnelle. Cet exercice montre que la conscience critique n'évolue pas toute seule mats requiert un soutien de soi-même comme de l'extérieur.

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Published

2001-05-01

How to Cite

Collins, C. (2001). Developing Critical Consciousness: A Personal Reflection. Canadian Journal for the Study of Adult Education, 15(1), 88–103. Retrieved from https://cjsae.library.dal.ca/index.php/cjsae/article/view/1909

Issue

Vol. 15 No. 1 (2001)

Section

Perspectives

License

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