ABSTRACT
This chapter is addressed to teachers who are interested in critical education theory, but for whom much of this theory seems abstract and unrelated to their daily classroom practices. Critical theory1 is often complex, sometimes contradictory, and frequently seen as that which is done by academics at the university instead of an accessible discourse that invites the involvement of everyone connected to education. Far too often students and their teachers have difficulty in finding their way into these conversations that unfortunately, exclude them from the benefits of critical theory practice.
