Abstract

The aim of this article is to bring together critical literacy or critical thinking and special education. Guided by Paulo Freire’s diligent work and my desire to work with inner-city students with special needs, my interest is twofold: first, to investigate the different ways in which inner-city youth can use critical literacy practices to have voice and affect personal and social change and, second, explore how critical literacy is connected to democratic principles essential to the foundation of progressive and transformative education for students with special need.