Toward a Liberated Learning Spirit A Model for Developing Critical Consciousness
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Published:
Jun 29, 2021
Keywords:
social justice, equity, critical consciousness, experimental
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Abstract
Despite the popularity of social justice frameworks, today’s polarized socio-political environments call for a justice-forward approach where educators blend equity and culturally-responsive pedagogies with experiential approaches to learning. The TALLS (Toward a Liberated Learning Spirit) model for developing critical consciousness infuses established equity practices with indigenous approaches to learning and Martin Luther King Jr.’s Six Steps for Nonviolent Social Change. By re-engaging curiosities, TALLS guides learners from academic detachment through an unlearning process toward embodied liberation. Readers will be invited to disrupt common misconceptions that reproduce postcolonial paradigms to foster learner development of critical consciousness.
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How to Cite
Pipe, L. M., & Stephens, J. T. (2021). Toward a Liberated Learning Spirit: A Model for Developing Critical Consciousness. Journal of the Scholarship of Teaching and Learning, 21(2). https://doi.org/10.14434/josotl.v21i2.29148
Section
Reflective Essay
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References
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Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for teaching, learning, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.
Battiste, M. (2010). Nourishing the learning spirit: Living our way to new thinking. Education Canada. 50(1), 14-18.
Freire, P. (1974). Education for critical consciousness. New York, NY: Seabury Press.
Freire, P. (2014). Pedagogy of the oppressed: 30th anniversary edition. Retrieved from https://ebookcentral.proquest.com
Henriques, G. (2017). Character adaptation systems theory: A new Big Five for personality and psychotherapy. Review of General Psychology, 21(1), 9-22.
King, M. L. (1960). A creative protest (speech). Durham, N.C. Retrieved from: https://kinginstitute.stanford.edu/king-papers/documents/creative-protest
King, M. L. (1963). Why we can’t wait. Boston, MA: Beacon Press.
King, M. L. (1967). Beyond Vietnam (speech). New York, NY. Retrieved from https://kinginstitute.stanford.edu/king-papers/documents/beyond-vietnam
King, T. (2005). The Truth About Stories: A Native narrative. Minneapolis, MN: University of Minnesota Press.
Kumashiro, K. (2002). Against repetition: Addressing resistance to anti-oppressive change in the practices of learning, teaching, supervising, and researching. Harvard Educational Review, 72(1), 67-92.
McAlpine, L. & Weston, C. (2000). Reflection: Issues related to improving professors’ teaching and students’ learning. Instructional Science, 28(5/6), 363-385.
Mignolo, W., & Walsh, C. (2018). The conceptual triad: Modernity/colonality/decolonity. On Decoloniality: Concepts analytics praxis. Durham, NC: Duke University Press.
Mills, C. W. (1959). The Sociological Imagination. Oxford, UK: Oxford University Press.
Moon, J. (1999). A handbook of reflective and experiential learning: Theory and practice. London, UK: Routledge Falmer.
Moon, J. (2001). PDP working paper 4: Reflection in higher education learning. LTSN Generic Centre. Retrieved from: https://www.brandeis.edu/experientiallearning/currentpdfs/reflectioninhighered.pdf
Moon, J. (2004). A handbook of reflective and experiential learning: Theory and practice. London, UK: Routledge.
Nguyen, D. J., & Larson, J. B. (2015). Don’t forget about the body: Exploring the curricular possibilities of embodied pedagogy. Innovative Higher Education, 40(4), 331-344.
Okun, T. (n.d.). White supremacy culture. Retrieved from: https://collectiveliberation.org/wp-content/uploads/2013/01/White_Supremacy_Culture_Okun.pdf
Okun, T. (2016). White supremacy culture: Dismantling racism workbook. Retrieved from: https://resourcegeneration.org/wp-content/uploads/2018/01/2016-dRworks-workbook.pdf (28-35)
Ovenden-Hope, T., & Blandford, S. (2018). Understanding applied learning: Developing effective practice to support all learners. New York, NY: Routledge.
Pennsylvania State University. (n.d.). The privilege walk. Retrieved from https://edge.psu.edu/workshops/mc/power/privilegewalk.shtml
Quijano, A. (2000). Coloniality of power, Eurocentrism, and Latin America. Nepantla: Views from South, 1(3), 533-580.
Roth, M. S. (2019). Safe enough spaces: A pragmatists approach to inclusion, free speech, and political correctness on college campuses. New Haven, CT: Yale University Press.
Schön, D.A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
Stevenson, J. (1999). The circle of healing. Native Social Work Journal, 2, 8-21.
Sustained Dialogue Institute. (2017). Sustained dialogue campus network. Training guide presented at the University of North Carolina Greensboro Spartans in Dialogue training, Greensboro, NC. Available by request from https://sustaineddialogue.org/
Tanaka, M. (2017). Learning and teaching together: Weaving Indigenous ways of knowing into education. Vancouver, BC: University of British Columbia Press.
Taylor, C., & White, S. (2000). Practising reflexivity in health and welfare: Making knowledge. Buckingham, UK: Open University Press.
Todd, K. (2018). Dreaming our way to new decolonial and educational futurities: Charting pathways of hope. In G.J. Sefa Dei, & C. Jaimungal (Eds.), Indigeneity and decolonial resistance: Alternatives to colonial thinking and practice (pp. 183-209). Gorham, ME: Myers Education Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wlodkowski, R. J., & Ginsberg, M. B. (1995). A framework for culturally responsive teaching. Educational Leadership, 53(1), 17-21.
Yosso, T. (2006). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.