ABSTRACT
The fight against dependency is made possible by empowering the next generation to use the weapon that created it - the English language. Viewing schools not as sites where a neutral body of curricular knowledge is passed on to students with various levels of success, critical pedagogy takes schools as cultural and political arenas where different cultural, ideological and social forms are constantly in struggle. Giroux points to the importance of opposing the notion of curriculum knowledge as a sacred text in favour of an understanding of how different types of culture and knowledge are given precedence in schools. To teach critically implies a particular understanding not only of education in general but also of the critical educator. The notion of voice, therefore, is not one that implies any language use, the empty babble of the communicative language class, but rather must be tied to a vision of the creation and transformation of possibilities.
