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This paper provides a first person account of a personal relationship between the author and Paulo Freire which culminated in a 'talking book', as Freire calls such books, between the two. It captures Freire's feelings about the unleashing of the state's repressive forces to stem the groundswell of activism, which includes education, and critical literacy, for which Paulo Freire was a catalyst. In so doing, the military intervention was intended to halt the momentum in a country roused for social transformation. This, for Freire and others, is a crime against democracy and humanity, for which the perpetrators should be brought to justice, as he imagined would be the case when the totalitarian and murderous military regime in Argentina, under the command of General Galtieri, collapsed in the aftermath of the defeat in the war concerning the Falkands/Malvinas in 1982. ; peer-reviewed

This Teaching Note provides a brief description of "participatory approaches with subject matters that are local, contemporary, contentious, co-developed, and legible" in a required composition course.

2011 was an historic year of global protests. Here in New York, the Capitol of Capital, Occupy Wall Street (OWS) sustained a rebel encampment for 59 days at now-famous Zuccotti Park in the financial district. Hundreds of other occupations erupted around the United States and abroad. Occupy activists declared "Another world is possible!" and set out to build it in a small concrete park.

In 2016, the Main Editors of Dialogic Pedagogy Journal issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, "A Pedagogy for Liberation" (1986), the very first "talking book" Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy.Shor's work has touched on themes that resonate with Dialogic Pedagogy (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor's approach to critical pedagogy and DP.