ABSTRACT
One aspect of radical pedagogy that has been difficult for in learning to cope with not being seen positively by students. If one primary function of such a pedagogy is to prepare students to live and act more fully in the world, then it is usually when they are in that context, outside the classroom, that they most feel and experience the value of what they have shared and learned. All education has an intention, a goal, which can only be political. The authors commitment to education as the practice of freedom is strengthened by the large number of students who takes courses and, by doing so, affirm their longing to learn in a new way. Education for critical consciousness that encourages all students-privileged or non-privileged- who are seeking an entry into class privilege rather than providing a sense of freedom and release, invites critique of conventional expectations and desires.
