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In this paper1 I describe the application of the experiential and emancipatory strategies of Gramsci (1971, 1977, 1988), Freire (1970, 1972, 1973) and Giroux (1983, 1994, 1997) in an attempt to shift the boundaries of knowledge and to develop critical consciousness among students using the author’s work with international students as an example. Sewpaul (2004a; 2004b) described creative teaching/learning strategies and the use of discourse ethics in the development of citizenship education with local students. The main argument in this paper is that critical reflection on one’s social and political realities and the capacity to develop action strategies consequent upon these reflections constitute central elements in shifting the boundaries of knowledge. Both local and international student populations need to be viewed as “client” groups insofar as we recognise that they enter the classroom and the field-training context with varying degrees of disadvantage. One of these disadvantages is the control of consciousness by means of state machinery and ideology (Gramsci, 1977) in an attempt to maintain capitalist and ruling-class hegemony, which is a feature of both Western and non-Western societies.

THE POWER OF BIOGRAPHY: SHIFTING THE BOUNDARIES OF KNOWLEDGE THROUGH EMANCIPATORY PEDAGOGY AND CRITICAL CONSCIOUSNESS