‘Conscious' learning development: towards a pedagogy of race-consciousness

This article advocates a pedagogy of race-consciousnesses (PRC) to enhance the critical thinking abilities all undergraduate students in higher education institutes (HEIs). It is envisioned that cultivation race-consciousness will be means not only value students’ home culture but also draw from this develop their innate abilities. Such an approach encourages critically engage with ‘perspectives are different own, whether those perspectives expressed by teacher or peer’ (Arday and Mirza, 2018; Wallace Rothschild-Ewald, 2000, p.19). PRC situated ‘middle space between own experiences expectations discourse communities which they have achieve voice’ (Wallace p.3). proposed first developed field learning development (LD) because unique position mandate developers (Hartley, Hisldon Keenan, 2010). hopes spark conversations about race been largely absent LD theory practice.