“Critical pedagogy wants to…embolden teachers and students to act in ways that make a difference, and to push humans to new levels of social and cognitive achievement previously deemed impossible”  (Kincheloe, 2004, p. 4).

This is my thanks to Joe for pushing and supporting me, and for the truly amazing amount of care, wisdom and dedication that I have consistently received from him in my journey as a PhD student.

I almost literally bumped into Joe in the halls of the Graduate Center in the spring of 2005. I had come to see if I could find out if the PhD program at the Graduate Center was going to be a good fit for me. Joe was one of the people on my list of those to look for. He was clearly headed somewhere when I bumped into him, but with what I would learn is his characteristic generosity of time and energy, he stopped and invited me into his office. Twenty minutes later I left beaming and with a gift of a book from his shelf in hand. I had been welcomed, heard and validated. His passion and enthusiasm was catching. I was excited to have met this man. I was excited to apply to the program.

It was Joe who called me at home to give me the news that I had been accepted. When his Critical Pedagogy class was overbooked my first semester, he made sure that there was space for everyone who wanted to register (including me). The class had 25 people. We sat shoulder to shoulder, but it seemed that no one missed a class, and no one cared about being close. The energy in the room was always inspiring. At the end of each class there was always a crowd around Joe, and he always made sure to respect and make time for each of us. Often he made appointments with students to continue conversations started in class.

 As a new doctoral student I was somewhat intimidated and overwhelmed. Joe arranged for me to meet with him each week to go over ideas and thoughts. He was happy to let me invite a friend I had made in another class. We sat with him every week for at least an hour and asked questions or listened. We were always welcomed, we always came away rich with ideas and references. Meanwhile I must have sent Joe hundreds of e-mails that first year, and at least that since. With patience and care he has always (with lightening speed) answered my questions, directed me and offered support. He has offered me opportunities to publish, to be a part of this critical pedagogy project. He has encouraged me to strive for professional, intellectual and personal growth. To be better as an educator and believe that better is possible in education and in the world.

Now I have Joe’s guidance from the distance of Canada but his care and diligence has not wavered. He is an inspirational teacher and a tower of support for a whole community of students, near and far. As a doctoral student I have in my advisor of Joe not just guidance, dedication and support; I have a vision of how to do it right. How to be both a teacher and a scholar with equal dedication and passion. Through his interactions with students as well as through his scholarship he reminds us all of Freire’s concept of radical love and of  “how to…rethink reason in a humane and interconnected manner” (2004, p. 3). It is with the gift of this inspiration that I move forward through my doctoral degree and into the world, with the hope that I can strive to give this much to my students.