Developing Critical Curiosity in Adolescents

Autor/inn/en	Clark, Shelby; Seider, Scott
Titel	Developing Critical Curiosity in Adolescents
Quelle	In: Equity & Excellence in Education, 50 (2017) 2, S.125-141 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2017.1301835
Schlagwörter	High School Students; Grade 9; Personality Traits; Critical Thinking; Adolescents; Charter Schools; Social Justice; Skill Development; Qualitative Research; Semi Structured Interviews; Urban Schools; Social Action; Relevance (Education); Perspective Taking; Learning Processes; Data Analysis + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Kritisches Denken; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Charter school; Charter-Schule; Soziale Gerechtigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Soziales Handeln; Relevance; Relevanz; Zukunftsperspektive; Learning process; Lernprozess; Auswertung
Abstract	Critical consciousness refers to the ways in which individuals come to understand and challenge oppressive social forces. Philosopher-educator Paulo Freire argued that critical curiosity--an eagerness to learn more about and develop a deep understanding of issues of social justice--serves as an important catalyst to critical consciousness development. Yet, relatively little scholarship has considered how to foster critical curiosity in adolescents. The present qualitative study analyzed semi-structured interviews with 60 adolescents attending five Northeastern urban charter high schools with mission statements focused on fostering students' engagement in social action. Specifically, the study considered these students' perceptions of the impact of their respective schools' social engagement programming upon their critical curiosity. The interviews were analyzed using a flexible inductive/deductive approach drawn from the thematic analysis approach to qualitative analysis. The findings of this study indicate that students had a variety of conceptions of what stimulates their critical curiosity, including relevance, exposure to new perspectives, and receiving new, surprising information. Alignment with Freire's conceptions of critical curiosity and current curiosity scholarship, implications for educators, limitations, and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01