First published in 1987, this book brings together two renowned educators, Paulo Freire and Ira Shor, who describe their own experiences in liberating the classroom from its traditional constraints, including discussion of Freire's work in Guinea-Bissau and Shor's work in the USA. They demonstrate the effectiveness of dialogue in action as a practical means by which teachers and students can become active participants in the learning process.

The authors illuminate the problems of the educational system in relation to those of the larger society and argue for the pressing need to transform the classroom in both Third and First World contexts. They demonstrate how vital the teacher's role is in empowering students to think critically about themselves and their relation, not only to the classroom, but to society. For readers seeking a liberatory approach to education, these dialogues will be a revelation and a unique summary. For all those convinced of the need for transformation, this book shows the way.

One of the most important books for American teachers. . . . If you teach, read it on one of the days when you want to quit. You'll either keep teaching or quit with a clearer head. * Democratic Schools *
Highly recommended. . . . Written in a rather interesting manner--primarily as a conversation--this book serves nicely as an informal yet rigorous treatment of critical pedagogy. There is a satisfactory blend of theoretical investigation and practical personal anecdote. . . . The text is well researched. * Choice *

Paulo Freire (1921-1997) was the author of the bestselling Pedagogy of the Oppressed, as well as Pedagogy of Hope, Pedagogy of the Heart, Education for Critical Consciousness, Pedagogy in Process and The Politics of Education, all published by Bloomsbury.

Ira Shor is Emeritus Professor of English and Urban Education at the CUNY Graduate Center, College of Staten Island, USA.