This books aims to change the way the reader views radical literacy education, offering a personal look at the Freirean ideas that guided an educator's early years of teaching, and the theories and classroom experiences that urged her to take a second look. Through her own experience, the author demonstrated the power of sustained dialogue between critical theory and classroom and community practice. The book dwells on new ways of thinking about how power works. The ideas provide the possibility of seeing how teachers' own needs, fears, and desires might find a place in classroom inquiry as the reader is urged to see how his or her relationship to domination is a matter neither of complete acquiescence or absolute resistance. The author advocates for a pedagogy that places teachers in a position of co-learner as together with students they question the meanings they make. Later chapters highlight the practical implications that notions of multiple voices and identities have for the teaching of writing, and the questions they raise about the teaching of reading. The book also describes community publishing, publishing that allows the poor and working class to have their written visions and strategies distributed. A subject index and 178 references are provided. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)