Power Relations and Experiential Education: Facilitating Conscientization in the Humanities

Abstract

This article discusses the value of experiential education in the Humanities as a way to foster conscientization in the classroom. It begins by briefly introducing experiential education and its relationship to critical pedagogy, before detailing one way the author employs experiential learning in the classroom through a semester-long, multi-modal, digital project the author calls, “Power Relations: The New York City Experience.”