ABSTRACT
This chapter focuses on the forms of social interaction that appeared to foster the development of critical student agency in the classroom of Nadia Monterey and her students. It deals with brief descriptions of several of Nadia's students and the physical and pedagogical spaces they occupied at Siempre. In Nadia's classroom, there is a return a more teacher-centered pedagogical philosophy, as evidenced in the use of teacher-generated syllables, words and short texts that adorn the walls and board. Classroom activities under Nadia center mostly around the reading or copying of texts from the board that the teacher has selected. Analysis of the data from literacy activities collected in Nadia's classroom revealed that a "counter-hegemonic discourse community" continued to be the prevailing form of social practice in this classroom. One of the striking features about this discourse sequence is Nadia's lack of participation.
