Literaturnachweis - Detailanzeige
| Autor/inn/en | Alajlan, Sarah M.; Aljohani, Obaidalah H. |
|---|---|
| Titel | Critical Consciousness and Empowerment Issues in Undergraduate Classrooms: A Study at Taif University in Saudi Arabia [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (67th, Myrtle Beach, SC, Sep 30-Oct 2, 2018). |
| Quelle | (2018), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Foreign Countries; Student Empowerment; Consciousness Raising; Critical Theory; Undergraduate Students; Student Attitudes; Gender Differences; Critical Thinking; Public Colleges; Problem Solving; Dialogs (Language); Schools of Education; Classroom Communication; Saudi Arabia |
| Abstract | This study aims to discover undergraduate students' perceptions about the practice of critical consciousness in the classroom at Taif University, Saudi Arabia. The research also determines if there is a difference, by gender, among the undergraduate students' perceptions of the practice of critical consciousness in the classroom. Paulo Freire's conceptualization of critical consciousness is used as the study's theoretical framework. That conceptualization is focused on critical thinking, dialogue, and problem-solving. In this study, empowerment issues relate to students who practice silence, marginalization, and dependence. A quantitative approach is utilized with a self-administered questionnaire in collecting data from the respondents. The results of this study indicated that Saudi undergraduate students' perspective was positive about the practice of the three elements of critical consciousness in the classroom. The problem-posing pedagogy was the highest practice. Furthermore, there were statistically significant differences at (a = 0.05) among undergraduate students' perspective on the practice of critical consciousness, including dialogue, critical thinking, and the total practice based on their gender. The direction of the differences was a benefit for females. However, in problem-posing pedagogy and the empowerment issues section, there were no statistically significant differences at a = 0.05 among undergraduate students' perspective based on their gender. [For a related article, see EJ1208546. For the full proceedings, see ED597456.] (As Provided). |
| Anmerkungen | Commission for International Adult Education. Available from: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: https://www.aaace.org/page/CIAE |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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