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what the conversations between Pierre and Noam embody in this new book—a space where participation and dissent are welcome rather than conformity through coercion, which is so often the result of simply nodding to the big gun in the room . I was searching through YouTube the other night and haphazardly came across a video called “A Pedagogy of the Oppressed: A Conversation with Noam Chomsky, Howard Gardner, and Bruno della Chiesa Askwith .”61 It was a forum held at HGSE on May 1, 2013 to celebrate the 45th anniversary of Paulo Freire’s monumental book Pedagogy

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and bilingual students, need to be allowed to voice their opinions about what kind of education they feel they should receive . Also, these students should be given the opportunity to actively participate in the co-construction of knowledge with their teachers (Orelus, 2010; Vygotsky, 1978) . In my view, a school system within which students are expected to merely receive and regurgi- tate the information that their teachers pass on to them is not democratic . As the Brazilian educator Paulo Freire (1970) pointed out in his seminal work Pedagogy of the

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poor living in those countries. On Language, Democracy, and Social Justice offers a unique perspective on these issues. Educators and scholar-activists interested in challenging the long-standing status quo to inspire transforma- tive social, educational, and political change must read this book. Pierre W. Orelus (left) is Assistant Professor in the Curriculum and Instruction Department at New Mexico State University. He is currently the co-chair of the Paulo Freire Special Interest Group at the American Educational Research Association. Professor Orelus has

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- lieu . Critical thinkers such as Noam Chomsky, Antonio Gramsci, Edward Said, Antenor Firmin, Howard Zinn, bell hooks, Antonia Darder, Vandana Shiva, Wal- ter Rodney, Paulo Freire, Peter McLaren, Robert Phillipson, Frantz Fanon, Ami- cal Cabral, Aimé Césaire, Arundhati Roy, Tove Skutnabb-Kangas, Henry Giroux, Ngugi Wa Thiong’o, and Eqbal Ahmad, to name only a few, are borderless intel- lectuals par excellence . Their intellectual activism has transcended the borders of their native lands and impacted the entire international intellectual community . The legacy

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, ideology, and firm stance against social injustice and inequality—rather than be- cause of poor academic performance, this professor cannot have any respect for the institution . Having made that statement, let me also point out that I am fully aware that there are indeed many examples of excellent scholars, researchers, and teachers being denied tenure because of their ideological and political positions, not because of poor performance . Ideology matters (Freire & Macedo, 2002), and I am well aware of that . I am articulating these views so that the reader knows

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, Kazakhstan� Falkingham, Jane� “The End of The Rollercoaster? Growth, Inequality and Pov- erty in Central Asia and the Caucasus�” Social Policy and Administration 39, no� 4 (2005): 340–60� Ferguson, Niall� “Think Again: Power�” Foreign Policy� November 3, 2009� Accessed 1 August 2016� http://foreignpolicy�com/2009/11/03/think-again-power/� Finn, Helena K� The Case for Cultural Diplomacy� Foreign Affairs 82, no� 6 (2003): 15–20� Freire, Maria R� “Eurasia at the Heart of Russian Politics: Dynamics of (In) De- pendence in a Complex Setting�” In Key Players and Regional

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-wing sectarianism’ trade unionism and 331ff 442 Index Fox News 420 Franco, Francisco 34, 124 Freire, Paulo 181, 190 (note 19) French Revolution (1789–1794) 132 General Association of German Workers 339 ‘globalization’ passim Gonzales, Felipe 142 ‘Great Depression’ (1930s) 33, 163, 336, 343 Greece 125, 127–128, 142, 168, 175, 276, 277 Green Party (Britain) 75, 89 (note 3) ‘Greenhouse Gases’ 81–82, 86–87, 90 (notes 12 and 15) Greenland 78 Gulags (Soviet penal system) 50, 82, 262 Gulf Stream 78–79, 89 (note 6) Healy, Gerry 352 Hegel, G. W. F. an sich and gesetzt 180

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democracy, 53 Education Under Occupation, 14, 16 Egypt, 71, 107, 130, 132, 135, 151 El Salvador, 30, 31, 167 Ellis, N ., 27, 41 Ellsberg, D ., 27, 143, 144 Emergentism, 27 Ethnic cleansing, 146 European Union, 165, 168 False consciousness, xx Farmer, P ., 18, 95, 105 FBI, 27, 141, 142, 145 Fetishism, xv Foreign Intelligence Surveillance Act of 1978, 144 Foucault, M ., 51, 60, 62, 140 France, 10, 17, 27, 37, 59, 61, 69, 70, 73, 74, 88, 114, 115, 117, 121, 151, 155 Free market economy, 91 Free trade, 80, 90, 91 Freire, P ., 3, 6, 21, 34, 38, 54, 55, 62, 118, 119

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between non-Communist activists of the general assemblies and Workers Commissions within the workplaces, especially during the period of the prison and resurfaced following the 25th of April. See Freire (1992) for a sociological portrait of Portuguese anarchism. Radical Trade Unionism in Portugal 189 pro-Communist Provisional Governments when the Communists sought to constrain radical tendencies amongst the rank-and-file. The revolutionary period basically came to a halt with the military actions of November 25, 1975 and the Constitutional period opened up

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y Pilar Pezzi Cristóbal. Málaga: Universidad de Málaga, 2003. 417–425. Llorca Freire, Guillermo. “Memoria da Ilustración: Patrimonio de Futuro.” Cadernos do Ateneo Ferrolán 17/18 (2003–2004): 159–174. López-Guadalupe Muñoz, Miguel Luis. “Irlandeses al servicio del rey de España en el s. XVIII. Caballeros de hábito.” La emigración irlandesa en el siglo XVIII. Coord. María Begoña Villar García. Málaga: Universidad de Málaga, 2000. 157–181. Lorenzo Modia, María Jesús y Elena María Lagoa Freire. “Relaciones entre Betanzos y el Reino Unido en el siglo XVIII