ABSTRACT
As a critical educator, I hold as a goal of my teaching the politicization of students. Interested in social justice, I plan lessons that communicate to students knowledge about the injustices that mark society and constrain their life chances if they are poor or of color. My pedagogy builds on students’ own insights into subordination and resistance. As I imagine is the case with other critical educators, I encourage students to become involved in the public contention that is a legitimate part of the political struggle for equity in democratic societies. I hope that my lessons will encourage them to become involved—if not now, then later, when they are adults.
