How very comforting to know that we all seem to come to critical pedagogy to solve problems of power and understanding of ourselves and our humanity. I too was told (in 1999, mind you) that setting up my high school class in a circle was too radical, or that studying such and such a poem with the students was politics, not literature.
In the university classes I teach, I also encounter resistance, sometimes even from colleagues who try to convince my students that negotiating curriculum or evaluation processes is wrong and that I should be let go.
My greatest frustration, at this point, is that there exist few (if any) translations of critical pedagogy, besides the pivotal work of Freire. This paucity is a crime, I find, especially as Dr. Kincheloe is here, in Quebec and launching this very important project. I try to refer people to this body of work, but my francophone students and colleagues need for this work to be translated.