Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education
Abstract
The author uses an interpretive ethnographic method to study criticality as a classroom
phenomenon within a job-reeducation program. Two central ideas used include criticality as multiple, intertwined criticalities and the notion of working in spaces. Focusing on critical reflection and ideology critique, the author examines spaces in which criticality can be fostered, forms it might take, and pedagogies that reflected classroom practices. Finally, she discusses the challenges involved with working
in an institution, ethics, and the strategic nature of teaching for criticality
