Possibility and Agency: Student and Teacher Perspectives on Critical Consciousness Development through Curriculum

This youth participatory action research explored curricular experiences of high school adolescents who learn in educational contexts of privilege, and considered how opportunities emerge in signature assignments to engage in critical consciousness development with respect to privileged identity statuses. The aim of this qualitative study was to explore educator and student perspectives around perceived critical consciousness development within a six month-long, guided, 10th-grade thematic research project.