Abstract

The work of Paulo Freire is associated with themes of oppression and liberation, and his critical pedagogy is visionary in its attempts to bring about social transformation. Freire has created a theory of education that embeds these issues within social relations that center around both ideological and material domination. In this review essay, Sue Jackson explores three books: Freire’s final work Pedagogy of Indignation; Cesar Augusto Rossatto’s Engaging Paulo Freire’s Pedagogy of Possibility, which attempts to engage Freire’s pedagogy of possibility; and C.A. Bowers and Frederique Apffel‐Marglin’s edited collection Re‐thinking Freire, which asks readers to reconsider Freire’s work in light of globalization and environmental crises. Jackson questions the extent to which Freire’s pedagogical approaches are useful to educators as well as to “the oppressed,” and whether challenges to re‐think Freire can lead to new kinds of critical pedagogies.