Catalysts of Conscientization Among the Professorate: A Descriptive Phenomenological Study

ABSTRACT

Conscientization is the process of learning to perceive sociocultural, economic, and political oppression to such extent one is moved to act against it. This transformative and liberatory pedagogy has momentous implications for social work education; as its outcome is an increased critical consciousness for both students and faculty. However, the process of conscientization and its foundational mechanisms are understudied. We therefore conducted a descriptive phenomenological study on professors whose teaching or research combat systems of oppression. We provide a composite structural definition of conscientization, and a composite textural–structural description of its catalysts. We discuss how our study builds on the current liberatory education empirical base, as well as the implications of our findings on education and practice.

Author Note

The authors formally acknowledge Dr. Bibhuti Sar for serving as principal investigator, in accordance with the rules and regulations of the University of Louisville, for studies conducted by doctoral students.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kyee Altranice

Kyee Altranice PhD, LMSW is the Director for Inclusive Teaching and Learning at the Graduate College of Social Work, University of Houston. Brandon Mitchell is a Doctoral Student, University Fellow, and Research Associate at the Raymond A. Kent School of Social Work and Family Science, University of Louisville .