ABSTRACT
Freire classically positioned the "fundamentally narrative character" of the 'teacher-student relationship' as the profoundly problematic dominant discourse in relation to pedagogy, in which teachers are positioned as 'fillers' of students with content and students are positioned as "receptacles to be filled by the teacher". Many discursively position 'critical psychology' as a sub-component or core domain of psychology. The psychological 'establishment' appears to concur with this. In a commonly deployed frame of reference students are widely positioned as enslaved when their capacity for agentic self-determination as individual social and moral persons-in-context is restricted and disabled by powerful social forces, such as those operating through institutionalised psychology education. Deconstruction is one of the principle challenges vital for teaching critical psychology. The extent to which dominant knowledge can be deconstructed, reconstructed or transformed is a moot point, but the aim is to disrupt and challenge, in a directed fashion.
