Critical Consciousness and Empowerment Issues in Undergraduate Classrooms: A Study at Taif University in Saudi Arabia

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
Quelle	In: International Journal of Adult Vocational Education and Technology, 10 (2019) 2, S.17-24, Artikel 2 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
DOI	10.4018/IJAVET.2019040102
Schlagwörter	Foreign Countries; Undergraduate Students; Critical Thinking; Communication Skills; Problem Solving; Student Attitudes; Student Empowerment; Interpersonal Communication; Gender Differences; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Kritisches Denken; Kommunikationsstil; Problemlösen; Schülerverhalten; Studienberechtigung; Interpersonale Kommunikation; Geschlechterkonflikt; Saudi-Arabien
Abstract	It is important to practice critical skills in the classroom in order to empower learners and to have a critical consciousness, such as critical thinking, dialogue, and problem solving. In the present study, undergraduate students' perceptions (by gender) of the practice of critical consciousness in the classroom at Taif University, Saudi Arabia is investigated. 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. 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. Furthermore, there were statistically significant differences at [alpha] = 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01