Abstract
Paulo Freire’s critical education theory is “re-invented” in the context of a mathematics curriculum for urban working-class adults. The problems Freire poses for teachers in that context are explored and work of other theorists which deepens or questions aspects of Freire’s theory is discussed. Next, Freire’s theory is applied to teaching basic mathematics and statistics for the social sciences. It is argued that such mathematical literacy is vital in the struggle for liberatory social change in our advanced technological society. Finally, this reflection on practice is used to pose further problems to be explored in the creation and re-creation of the “pedagogy of the oppressed.”
