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What happens when an American tries to do Freirean-based liberatory teaching in the post-colonial, EFL context of West Africa? This independent professional project (IPP) explores the background of liberatory teaching practices in English language teaching, focusing on critical pedagogy, problem posing and the Participatory Approach. The author describes her education and development as a liberatory English teacher. As an American working in developing countries, she questions her ability to act as a supporter of liberation. Does her inherent position of privilege and power prevent her from promoting social justice and freedom from poverty? The author explores these questions, her own motivations, and ultimately defines her commitment to liberation and her teaching praxis.


Educational Psychology