"I'm Actually a Female Empowerer": Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School

Autor/inn/en	MacMaoilir, Eóin; McGillicuddy, Deirdre
Titel	"I'm Actually a Female Empowerer": Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School
Quelle	In: Education and Urban Society, 55 (2023) 9, S.1047-1069 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGillicuddy, Deirdre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245221106725
Schlagwörter	Females; At Risk Students; Learner Engagement; Self Concept; Disadvantaged; Student Attitudes; Intersectionality; Political Influences; Critical Theory; Teaching Methods; Student Empowerment; Teacher Attitudes; Parent Attitudes; Attendance; Dropouts; Underachievement; Self Esteem; Empathy; Student Motivation; Peer Relationship; Student School Relationship; Workshops; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Selbstkonzept; Schülerverhalten; Political influence; Politischer Einfluss; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Studienberechtigung; Lehrerverhalten; Elternverhalten; Anwesenheit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Performance deficiency; Leistungsschwäche; Self-esteem; Selbstaufmerksamkeit; Empathie; Schulische Motivation; Peer-Beziehungen; Schüler-Lehrer-Beziehung; Lernwerkstatt; Schulung; Ausland; Irland
Abstract	Internationally, there is increasing concern regarding the disengagement of marginalized students, particularly girls, from the formal education system, particularly since COVID-19. Students experiencing oppression/marginalization within urban education systems are considered at-risk from poor attendance, early school leaving, underperformance, low self-confidence, and social exclusion. In considering Paolo Freire's conceptualization of education as "the practice of freedom," this paper presents findings from an intervention, the Female Empowerment Group, a critical pedagogical approach to re/engaging at-risk female students in school. The Female Empowerment Group created a space for at-risk female students to explore complex contemporary issues shaping the intersectionality of their identities as marginalized, feminized, and politicized citizens in/outside school. Drawing on findings from a mixed methods design (quantitative surveys (n = 21 girls), qualitative interviews (n = 9 students, 7 teachers, 2 parents), Ketso (n = 9 students), this study presents the power of critical pedagogy for empowering and re/engaging at-risk students in school. Findings illustrate the powerful impact of a critical pedagogical approach for empowering students, enhancing self-confidence, motivation, empathy, and engagement with issues impacting their lives. Reported outcomes included more positive relationships with adults/peers, increased re/engagement in class and enhanced sense of belonging in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01