Critical Consciousness

Owned by Darlene Edgar
Last updated: Nov 23, 2023
2 min read

Lyle, E. (2014). [Re]considering the workplace: Teaching and learning for critical consciousness. Journal of Workplace Rights, 17(3/4), 367–381. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=bth&AN=98918490

  • Six Principles of Adult Learning:

    • Adults are autonomous, self-directed, and goal-oriented.

    • They bring life experience and knowledge that should be honored.

    • Relevancy and practicality are crucial for adult learners.

    • Adult learners need to be shown respect.

  • New Versus Old Literacy:

    • Old literacy reinforces social stratification, while new literacy aims to expose and overcome systems of oppression.

    • Literacy is viewed as a social process connecting community, school, history, and biography.

    • Learners should have tools and space to actively read and write their own stories.

  • Critical Literacy:

    • Involves deconstructing text to challenge repressive practices.

    • Reading critically involves mindfulness of social and political context.

    • Viewing literacy as a social process reduces disenfranchisement.

  • Context and Intertextuality:

    • Context extends beyond demographics to worldview, agenda, intent, and discourse.

    • Intertextuality involves applying understandings from one text to reflect on another.

  • Practices for Critical Emancipatory Adult Education:

    • Learning beyond training, emphasizing employee-centered, personally motivated, and optional learning.

    • Non-reporting protects confidentiality of learning plans.

    • Cost-sharing assumes mutual benefit and responsibility for learning.

  • Teaching and Learning Characteristics for Critical Consciousness:

    • Voluntary and accessible learning.

    • Respect for student confidentiality.

    • Student-led, allowing them to set their own goals.

    • Reflective, informed assessment.

    • A commitment to social justice.

  • Workplace Hierarchy ("Hats"):

    • White Hats: Front-line employees, low rank, low pay, lack of power.

    • Green Hats: Maintenance personnel, envied for not being hated.

    • Blue Hats: Supervisors, appear powerful to those below, with obligations to those above.

    • No Hats: Management, regarded with disdain by others.

  • Learning Center Approach:

    • Need a "hat-free zone" where everyone is equal.

    • Emphasis on claiming education rather than receiving it.