Aaliyah El-Amin

Aaliyah El-Amin

Harvard University

H-index: 9

North America-United States

About Aaliyah El-Amin

Aaliyah El-Amin, With an exceptional h-index of 9 and a recent h-index of 9 (since 2020), a distinguished researcher at Harvard University, specializes in the field of Critical Pedagogy, Critical Consciousness, Emancipatory Education, Black Education, Liberation Schooling.

His recent articles reflect a diverse array of research interests and contributions to the field:

Museum education and critical pedagogy: Re-imagining power in the art museum

The Development of Critical Consciousness in Adolescents of Color Attending “Opposing” Schooling Models

Fostering the sociopolitical development of African American and Latinx adolescents to analyze and challenge racial and economic inequality

The Development of Critical Consciousness

Aaliyah El-Amin Information

University

Harvard University

Position

Lecturer, Harvard Graduate School of Education

Citations(all)

473

Citations(since 2020)

454

Cited By

146

hIndex(all)

9

hIndex(since 2020)

9

i10Index(all)

8

i10Index(since 2020)

8

Email

University Profile Page

Harvard University

Aaliyah El-Amin Skills & Research Interests

Critical Pedagogy

Critical Consciousness

Emancipatory Education

Black Education

Liberation Schooling

Top articles of Aaliyah El-Amin

Museum education and critical pedagogy: Re-imagining power in the art museum

Authors

Correna Cohen,Aaliyah El-Amin

Published Date

2021

This chapter draws on Freire’s conceptualization of the power between and from teacher- student interactions to examine a researcher-practitioner educator training program at a university art museum. The partnership—which began in the dialogical relationship formed between a student and a teacher in a university classroom-- worked to centralize critical pedagogy as a disruptive practice in museum education. We argue that leveraging critical pedagogical practices as a framework for training museum educators can begin to shift problematic curation and broader institutional practices in the art museum and position high school students as co-conspirators in the work of museum change. Particularly in an era of increased frustration about the limits of institutional justice within art museums, we suggest the model of critical pedagogy we used in the museum education program is a way to open up power in the …

The Development of Critical Consciousness in Adolescents of Color Attending “Opposing” Schooling Models

Authors

Scott Seider,Daren Graves,Aaliyah El-Amin,Lauren Kelly,Madora Soutter,Shelby Clark,Pauline Jennett,Jalene Tamerat

Journal

Journal of Adolescent Research

Published Date

2023/1

Critical consciousness refers to the ability to analyze and take action against oppressive social forces shaping society. This longitudinal, mixed methods study compared the critical consciousness development of adolescents of color (n = 453) attending two sets of high schools featuring schooling models that represent “opposing” approaches to education. The participating adolescents were 13-15 years old at the start of the study; the majority identified as African American or Latinx; and nearly 80% came from low-SES households. They attended public charter high schools located in five different northeastern cities. Analyses of longitudinal survey data revealed that the adolescents attending these two sets of high schools demonstrated greater rates of growth on different dimensions of critical consciousness over their four years of high school. Qualitative interviews with youth attending these two sets of schools(n …

Fostering the sociopolitical development of African American and Latinx adolescents to analyze and challenge racial and economic inequality

Authors

Scott Seider,Lauren Kelly,Shelby Clark,Pauline Jennett,Aaliyah El-Amin,Daren Graves,Madora Soutter,Saira Malhotra,Melanie Cabral

Journal

Youth & Society

Published Date

2020/7

Sociopolitical development refers to the processes by which an individual acquires the knowledge, skills, and commitment to analyze and challenge oppressive social forces. A growing body of scholarship reports that high levels of sociopolitical development are predictive in adolescents of a number of key outcomes including resilience and civic engagement. The present study explored the role that urban secondary schools can play in fostering adolescents’ sociopolitical development through a longitudinal, mixed-methods investigation of more than 400 adolescents attending “progressive” and “no-excuses” high schools. Analyses revealed that, on average, students attending progressive high schools demonstrated meaningful growth in their ability to critically analyze racial and economic inequality, while students attending no-excuses high schools demonstrated meaningful growth in their motivation to challenge …

The Development of Critical Consciousness

Authors

Scott Seider,Aaliyah El-Amin,Lauren Leigh Kelly

Journal

The Oxford handbook of moral development: An interdisciplinary perspective

Published Date

2020/2/5

Critical consciousness refers to the ability to recognize and analyze oppressive political, economic, and social forces shaping society and to take action against these forces. Critical consciousness is often conceptualized as consisting of three distinct yet overlapping dimensions: critical reflection, political self-efficacy, and sociopolitical action. In this chapter, the authors report on a growing body of scholarship that has found critical consciousness to be predictive of a number of key outcomes for individuals from oppressed groups and their communities. They also report on a number of conceptual frameworks theorizing the processes underlying critical consciousness development, describe several new scales for measuring such development, and review a diverse set of pedagogical approaches to fostering critical consciousness. The chapter concludes with several of the key issues that the authors believe are ripe for scholars interested in critical consciousness and sociopolitical development to take on in the coming years.

See List of Professors in Aaliyah El-Amin University(Harvard University)

Aaliyah El-Amin FAQs

What is Aaliyah El-Amin's h-index at Harvard University?

The h-index of Aaliyah El-Amin has been 9 since 2020 and 9 in total.

What are Aaliyah El-Amin's top articles?

The articles with the titles of

Museum education and critical pedagogy: Re-imagining power in the art museum

The Development of Critical Consciousness in Adolescents of Color Attending “Opposing” Schooling Models

Fostering the sociopolitical development of African American and Latinx adolescents to analyze and challenge racial and economic inequality

The Development of Critical Consciousness

are the top articles of Aaliyah El-Amin at Harvard University.

What are Aaliyah El-Amin's research interests?

The research interests of Aaliyah El-Amin are: Critical Pedagogy, Critical Consciousness, Emancipatory Education, Black Education, Liberation Schooling

What is Aaliyah El-Amin's total number of citations?

Aaliyah El-Amin has 473 citations in total.