Challenging us to recognize our "unfinished" selves, Freire's uplifting message urges citizens, students, parents, and teachers to discover new horizons of hope and possibility for a better world. Connecting the personal with the political, Freire's voice is as profound as it is inspiring, guiding us through the everyday acts of observation and critical thinking that link personal creativity with the prospects of a just and more humane society. One's capacity to dream, to reach, and to engage with a troubles world are the essence of a meaningful and liberating life.

Challenging us to recognize our "unfinished" selves, Freire's uplifting message urges citizens, students, parents, and teachers to discover new horizons of hope and possibility for a better world. Connecting the personal with the political, Freire's voice is as profound as it is inspiring, guiding us through the everyday acts of observation and critical thinking that link personal creativity with the prospects of a just and more humane society. One's capacity to dream, to reach, and to engage with a troubles world are the essence of a meaningful and liberating life.

Famous Brazilian educational and social theorist Paulo Freire presents his ideas on the importance of community solidarity in moving toward social justice in schools and society. In a set of talks and interviews shortly before his death, Freire addresses issues not often highlighted in his work, such as globalization, post-modern fatalism, and the qualities of educators for the 21st century. His illuminating comments are supplemented with commentaries by other well-known scholars, such as Ana Maria Araujo Freire, Walter de Oliveira, Norman Denzin, Henry Giroux, and Donaldo Macedo.

Engaging Paulo Freire's Pedagogy of Possibility is a cross-cultural case study of how people experience schooling in relation to their sense of time and optimism. Cesar Augusto Rossatto examines how real-life situations and social structures influence people's construction of notions of possibilities. Positionality, or perceptions about life and projections of the future, has great impact on students' success in school. These perceptions-how they interpret the past, live in the present, and foresee the future-are, in turn, greatly influenced by their intellectual locality. By the same token, how educators see their position in the world and their classroom 'roles' determines their operandum beliefs. The findings of this study suggest that a curriculum based on Freirean critical pedagogy and time theories can be used to enhance time-consciousness values in contemporary social life.