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Abstract Grounded in the theory and pedagogy of Brazilian educator Paulo Freire, critical consciousness (CC) comprises components of critical reflection, critical motivation, and critical action. CC represents marginalized or oppressed people's analysis of societal inequities and their motivation and actions to redress such inequities. In this article, we introduce the theoretical underpinnings of CC, then look at the conceptualization and measurement of CC, and outline traditional and contemporary approaches to fostering CC. We also summarize individual and collective outcomes associated with CC and offer suggestions for researchers and practitioners. Collectively, these insights suggest that CC is an important developmental asset for marginalized youth and communities.
Diemer et al. (Fri,) studied this question.
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