In the view of many, critical pedagogy is an area of critical thinking and action that, despite the inspiration it derives from the Brazilian educator, Paulo Freire, has come to be associated with North America.1 The writings of this area’s major North American thinkers, however, invite parallels with similar thinking expressed in other continents. This is something that a number of leading North American exponents of critical pedagogy themselves acknowledge and encourage, given their constant references to research and theoretical insights deriving from different disciplines and parts of the world.