Cultivating Criticality: Teacher Intentions, Student Experiences, and Possibilities for Futuristic Impact

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 1
  In Roundtable Session: Critical Perspectives on Policy and Inclusion

Abstract

This study investigates the cultivation of criticality—students’ ability to critique and transform unjust systems—within New Tech Network schools. Using survey data from 375 students and 74 teachers across five U.S. secondary schools, the study compares teacher intentions and student perceptions related to equity pedagogy. Results show teachers rated criticality as less central than other educational aims and perceived themselves as more encouraging of criticality than students reported. However, encouragement of criticality significantly correlated with students’ civic engagement and critical consciousness. These findings highlight the transformative potential of equity pedagogy and call for increased attention to cultivating students’ sociopolitical awareness and agency within learning environments.

Authors

• Brandi N. Hinnant-Crawford, Clemson University

• Emily E. Virtue, Western Carolina University

• Liz Bergeron, New Tech Network

• Morohunkeji Y Orija, Clemson University