This is a qualitative research study that investigated the understanding of the concept of “critical consciousness” by female teachers teaching Arabic in Saudi Arabia’s high schools, the opportunity they have to develop critical consciousness, and how and why they develop it. The researcher engaged in semi-structured interviews with 25 female teachers who have at least nine years teaching experiences. The findings revealed that these teachers: (a) have a collective sense of the importance of critical consciousness skills to better themselves and Saudi Arabian society; (b) they are interested in and motivated to develop their critical thinking skills; (c) they develop critical consciousness in informal ways; and (d) the teaching practice in Saudi Arabia mostly relies on “banking education.” This is an unprecedented study in the field of students’ critical consciousness development in Saudi Arabia. The results have a number of important implications for future work and research in Saudi Arabia, as well as in neighboring countries that share similar complications related to the role and status of women in society.
","abstract_html":"<p>This is a qualitative research study that investigated the understanding of the concept of “critical consciousness” by female teachers teaching Arabic in Saudi Arabia’s high schools, the opportunity they have to develop critical consciousness, and how and why they develop it. The researcher engaged in semi-structured interviews with 25 female teachers who have at least nine years teaching experiences. The findings revealed that these teachers: (a) have a collective sense of the importance of critical consciousness skills to better themselves and Saudi Arabian society; (b) they are interested in and motivated to develop their critical thinking skills; (c) they develop critical consciousness in informal ways; and (d) the teaching practice in Saudi Arabia mostly relies on “banking education.” This is an unprecedented study in the field of students’ critical consciousness development in Saudi Arabia. The results have a number of important implications for future work and research in Saudi Arabia, as well as in neighboring countries that share similar complications related to the role and status of women in society.</p>","abstract_has_math":false,"creators":["Almutairi, Eman"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Lilia D. Monzo","Peter McLaren","Maria del Pilar O’Cadiz"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-08-01T07:00:00Z","date_published":"2019-08-01T07:00:00Z","updated_at":"2026-07-24T01:38:00Z","subjects":["Critical Consciousness","Critical Thinking","Saudi Arabia"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/7","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lilia D. Monzo","Peter McLaren","Maria del Pilar O’Cadiz"]},{"key":"dc:creator","label":"Author","values":["Almutairi, Eman"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-08-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Critical Consciousness","Critical Thinking","Saudi Arabia"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/education_dissertations/7"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This is a qualitative research study that investigated the understanding of the concept of “critical consciousness” by female teachers teaching Arabic in Saudi Arabia’s high schools, the opportunity they have to develop critical consciousness, and how and why they develop it. The researcher engaged in semi-structured interviews with 25 female teachers who have at least nine years teaching experiences. The findings revealed that these teachers: (a) have a collective sense of the importance of critical consciousness skills to better themselves and Saudi Arabian society; (b) they are interested in and motivated to develop their critical thinking skills; (c) they develop critical consciousness in informal ways; and (d) the teaching practice in Saudi Arabia mostly relies on “banking education.” This is an unprecedented study in the field of students’ critical consciousness development in Saudi Arabia. The results have a number of important implications for future work and research in Saudi Arabia, as well as in neighboring countries that share similar complications related to the role and status of women in society.
"]},{"key":"dc:source","label":"Dc Source","values":["Almutairi, E. (2019). Women’s right and education in Saudi Arabia: Raising critical consciousness in Arabic studies courses in female high schools in Saudi Arabia [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000088"]},{"key":"dc:title","label":"Title","values":["Women’s Right and Education in Saudi Arabia: Raising Critical Consciousness in Arabic Studies Courses in Female High Schools in Saudi Arabia"]}]}],"canonical_facts":{"dc:contributor":["Lilia D. Monzo","Peter McLaren","Maria del Pilar O’Cadiz"],"dc:creator":["Almutairi, Eman"],"dc:date.available":["2024-08-31T07:00:00Z"],"dc:description.abstract":["This is a qualitative research study that investigated the understanding of the concept of “critical consciousness” by female teachers teaching Arabic in Saudi Arabia’s high schools, the opportunity they have to develop critical consciousness, and how and why they develop it. The researcher engaged in semi-structured interviews with 25 female teachers who have at least nine years teaching experiences. The findings revealed that these teachers: (a) have a collective sense of the importance of critical consciousness skills to better themselves and Saudi Arabian society; (b) they are interested in and motivated to develop their critical thinking skills; (c) they develop critical consciousness in informal ways; and (d) the teaching practice in Saudi Arabia mostly relies on “banking education.” This is an unprecedented study in the field of students’ critical consciousness development in Saudi Arabia. The results have a number of important implications for future work and research in Saudi Arabia, as well as in neighboring countries that share similar complications related to the role and status of women in society.
"],"dc:identifier":["https://digitalcommons.chapman.edu/education_dissertations/7"],"dc:source":["Almutairi, E. (2019). Women’s right and education in Saudi Arabia: Raising critical consciousness in Arabic studies courses in female high schools in Saudi Arabia [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000088"],"dc:subject":["Critical Consciousness","Critical Thinking","Saudi Arabia"],"dc:title":["Women’s Right and Education in Saudi Arabia: Raising Critical Consciousness in Arabic Studies Courses in Female High Schools in Saudi Arabia"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:00Z"}