CRITICAL CONSCIOUSNESS
Understanding the critical consciousness cycle and make connections with evidence collection (Rongohia te Hau)
‘Brazilian educator Paulo Freire (1970) conceived of critical consciousness while working with adult laborers in Brazil. Freire realized that inequality is sustained when the people most affected by it are unable to decode their social conditions.
Freire proposed a cycle of critical consciousness development that involved gaining knowledge about the systems and structures that create and sustain inequity (critical analysis), developing a sense of power or capability (sense of agency), and ultimately committing to take action against oppressive conditions (critical action).’
Te Whāriki Critical Theories This is a great place to find some information about critical theories. Critical theory is foundational to this kaupapa, alongside kaupapa Māori theory.
CRITICAL READINGS
REFLECTION
Once you have read through the literature, you might want to consider the following:
What did you learn?
What is something that interested you?
What is something that challenged you?
A snippet of Kaahui Ako Data from Rongohia te Hau Survey
The Data Says:
Teachers believe Maaori students aren’t achieving. 99% of teacher expect Maaori learners to achieve but believe only 65% are achieving.
Theme identified from the data:
Teachers intent versus impact has a disparity and is inflated. This is more obvious in pedagogical aspects.
Guiding questions:
Supporting Questions of these themes to dig deeper into practice
Do students understand why they are learning?/Do teachers understand what/why they are teaching?
Do students understand the relevance of their learning?
Does whaanau involvement have an impact on the achievement of aakonga?
Delivery of soft and hard skills and who decides?
What supports/scaffolds are in place for teachers to be successful and grow?
What are barriers and enablers that are in place?
What measures are in place to support growth?
KURA GALLERY
Click below to hear about the journey of two kura that have participated in the Rongohia te Hau survey. The purpose of this gallery is to share that each journey is different and the direction kura go in is responsive to their needs. There is no set way in how to respond to Rongohia te Hau.
QUESTIONS TO SUPPORT CRITICALITY