by Scott Seider (Author), Daren Graves (Author)
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.Front Jacket
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.
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. "Seider and Graves provide a rich accounting of the powerful practices that are necessary for fostering youth critical consciousness by drawing upon the experiences of a culturally diverse group of students attending high schools in urban communities. This book is essential for educators in and beyond school walls who are concerned with the positive and healthy success of marginalized and minoritized young people preparing to be productive contributors to our democracy."--Dorinda Carter Andrews, chairperson, Department of Teacher Education, Michigan State University "Schooling for Critical Consciousness offers a clarion call for educators and researchers as we respond to these 'dangerous times' in our work with youth. Starting with James Baldwin's wisdom and then guiding us through engrossing case studies of five schools, the authors highlight key practices that support youth as conscious agents of social change and the varied strengths of different schoolwide approaches to students' sociopolitical development. This is a must-read for educators looking to support the healthy development of all of our young people as they contend with a social world fractured by structural oppression and racism."
--Ben Kirshner, professor, School of Education, University of Colorado Boulder Scott Seider is an associate professor of applied developmental psychology at the Boston College Lynch School of Education and Human Development. Daren Graves is an associate professor of education at Simmons University.
Author Biography
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.