ABSTRACT
This chapter explores how Freirean critical pedagogies can be implemented in settings where the standardized syllabus leaves little space for taking initiative for teachers. It shows how teachers and students can collaborate and shape certain aspects of the course through "critical and liberating dialogue". In this case study, the author zoom in on three assessed tasks: making presentations, leading meetings, and composing and responding to emails. The chapter demonstrates the role of reflective dialogue in liberating the students and teacher by allowing them to share their views and experiences to shape their future experiences. With the presentation task, the focus was on revising the assessment criteria which the students had long been criticizing. As an innovation, the teacher organized a course appraisal meeting which asked the students to discuss the strengths and weaknesses of the course. The key Frerian concepts at the heart of this case study are reflection, dialogue, problem-posing, problem-solving, action, and praxis.
