ABSTRACT
This chapter presents Freirean critical pedagogy as a theoretical base for the book, provides a literature review of previous applications and critiques of critical pedagogy, and defines empowerment as used in the book. First, main tenants of critical pedagogy are discussed, with an emphasis on critical pedagogy necessitating a “rebirth” on the part of teachers, in terms of theory and practice. The author’s previous process of rebirth is described. Second, applications of critical pedagogy theory across diverse contexts and in a variety of subjects are reviewed. Third, critiques of and challenges to critical pedagogy from outside and within the field are presented. Finally, key concepts in the book are defined: empowerment and limits and possibilities. The chapter provides a reminder to continuously interrogate the meaning of empowerment, how we know if it is happening, and what the limits and possibilities are for empowerment within a critical pedagogy.
