ABSTRACT
Paulo Freire’s pedagogical approach was intimately related to critical approaches to knowing and learning. While Freirean scholars have most often focused on elaborating the importance of critical pedagogies, the unmistakable object of these pedagogies is robust, equitable, and transformational learning capable of reshaping lived social realities. Yet, less attention has been paid to the implications of Freire’s work for understanding consequential forms of learning. In this chapter, we argue that Vygotsky’s theories of learning are aligned in important ways with Freire’s persistent focus on pedagogies of hope and possibility.
