Most individuals, whom enter a world of education, do so to feel as if they are giving apart back to the community. They feel that it is their duty as being labeled a change agent to do so, but still feel empty and unfulfilled. They pour themselves holistically to conduct routine work to underserved and underrepresented populations without a regard to the culture of the population they are working with. Freire defines conscentization as “The process of developing a critical awareness of one’s social reality through reflection and action. Action is fundamental because it is the process of changing the reality. We all acquire social myths which have a dominant tendency, and so learning is a critical process which depends upon uncovering real problems and actual needs ( Freire.org, 2016).
In the article “Whose World Is This?” by Jayne R. Beilke, she explores Freire definition of conscientization through multicultural education. She does this a creating a partnership with an institution and a non-formal education program, which can be a critical catalyst of change in defining multicultural consciousness and multicultural education. …show more content…
The element of critical consciousness includes dialogue, problem-posing, and the exploration of generative themes such as race, class, and gender ( Beilke, 2005). The article describes an on-going partnership between a University and a local boys and girls club. The students that were secondary education majors at the University kept a journal, writing about their experience as they worked with the youth. The students “illustrated the process of developing critical multicultural consciousness and the potential for praxis (change) ( Beilke,