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Based on the experience of recent educational work in a squatter community on the outskirts of Cape Town, South Africa, we examine the difficulties and problems encountered in trying to develop a critical pedagogy amongst teachers. We show how sedimented the dominant class's ideology is within the consciousness of oppressed communities and hence how inadequately the process of developing a critical pedagogy is understood. We argue that the empowerment of oppressed teachers is a complex process and that we need to take seriously the specific circumstances which confront these teachers., Journal of Educational Thought / Revue de la Pensée Educative, Vol 26 No 3 (1992)

Includes bibliographies.