Globalization continues to influence the focus, method, and pace of education across different levels. This paper draws attention to the challenges globalization poses and its impact on the individual and learning. Also, highlighting a "new school structure" based on the logical relation between transformative emancipatory learning and critical pedagogy. The new structure uses problem-based classrooms to cultivate students as co-creators of useable knowledge. The paper draws extensively from Freire's liberating pedagogy and concludes that it is the task of educators to change the educational school structures and pedagogy. To set students free from the ontological bondage of the neoliberal, market-dominated societal construct accentuated by globalization. [For the full proceedings, see ED597456.]