Metacognition as a strategy for recognising and controlling prejudice

If critical thinking is an important step for the individual to take to reduce prejudicial thinking, then the next step, a consummation of critical thinking and meaningful application of its constituents, is metacognition. This chapter discusses metacognition by defining what it is, how it relates to critical thinking, what its relevance for prejudice reduction is and, finally, how educators can design learning experiences to ensure that metacognitive learning is activated towards the reduction of prejudice.