Although it is commonly assumed that Paulo Freire was widely influential in the field of education in the United States immediately upon publication of his classic work, "Pedagogy of the Oppressed", in 1970, the historical evidence indicates otherwise. In fact, Freire's work only began to gain wide reception in the field in the mid- and late 1980s. In the process of charting a new history of the reception of Freire's work in the field, this historical article illuminates contemporary issues with the use of Freire's ideas in educational conversations about social structure and agency. In particular, the article seeks to renew a close, contextual read of Freire's texts, especially "Pedagogy of the Oppressed", and invigorate discussion about Freire's primary claim--that education must be the central feature of building movements for radical social change. Similarly, the article seeks to renew attention to the structural concerns that initiated the turn towards critical Marxist scholarship in the field--concerns about the relationship between school and society in the United States that the initial wave of critical scholars knew must be addressed before fully engaging ideas about the ways in which schools may participate in the push for social change. (Contains 12 notes.)