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Paulo Freire, regarded as one of the most influential educators of the 20th century, proclaimed in Pedagogy of Hope that hope is an ontological need, which “demands an anchoring in practice” (Freire, 1994, p. 2). The kind of hope that Freire was referring to was not a naive hope that is “subjectively idealistic” (Freire, 1970, p. 129), but rather, critical hope fostered through a radical pedagogy combining “hope, critical reflection and collective struggle” (Giroux, 1985, p. xvii). Similarly, Giroux (2003) spoke of “educated hope”, noting the need to combine the discourse of critique and hope in ways that lead to critical activity, and opens up the possibility for social change. Freire’s pedagogy of hope is thus a transformative pedagogy, one that challenges didactic styles of instruction that relegate the student to a passive vessel to be filled with content (what Freire referred to as the “banking concept of education”, 1970, p. 74) and seeks to awaken students’ critical consciousness and awareness of power relations through a dialogic relationship with the teacher. Such a transformative pedagogy involves more than simply empowering students. Through their collaborative roles as “co-investigators in dialogue” (Freire, 1970, p. 81), both teachers and students are transformed. Feminist scholar and social activist Bell Hooks refers to such a transformative approach as an “engaged pedagogy”, one in which teachers transform their curriculum and their teaching practices to sites of resistance that challenge the biases and systems of domination that perpetuate inequalities and oppression in a neo-liberal society (Hooks, 1994). Discerning critical hope in educational practices builds on the work of these revolutionary scholars through an edited collection, responding to Freire’s call for a pedagogy of hope: the type of educated hope referred to by Giroux and the transformative teaching practice advocated by Hooks. The edited collection achieves this ambitious goal through the skilful synthesis of theory, critique and praxis interwoven in a four-part volume addressing critical hope in education, a critique of neoliberalism, postcolonial perspectives on critical hope, and a historical account of the emancipatory potential of critical hope. As Michael Apple in his foreword to the book argues, the individual chapters in Discerning critical hope in educational practices build upon each other in a way that exposes the “multiple relations of

journal of student affairs in africa

Bozalek, Vivienne, Leibowitz, Brenda, Carolissen, Ronelle &amp; Boler, Megan (Eds.) (2013). Discerning Critical Hope in Educational Practices. London and New York: Routledge