According to the neo-Marxist critique, action researchers often neglect to take into account the historical, social, political, and cultural forces which silence students and protect the status quo in schools. One way to overcome this criticism is to link teacher research and emancipatory pedagogy, such as that advocated by Paulo Freire, in which both teachers and students collaboratively pose problems arising from real-life situations and, through questioning and reflection, pursue ways to solve the problems. Even if their actions are unsuccessful, students gain new knowledge and perspectives, and they learn to be critical in their thinking and actions. For example, a biology class raised questions about a toxic dump, located less than two miles from the school, which was not slated for local attention even though it was listed by the Environmental Protection Agency as hazardous and in need of immediate clean-up. Students generated questions and conducted research in which the interaction of science, society, and political and ethical decision making became evident to them. Action, such as a case study that can be made available to others, would evolve from the critical questioning and ensuing research. This example, as well as others, indicates that students can generate their own curriculum and be motivated to learn in the process. Through such collaboration, change toward more democratic schools becomes more likely. (JD)