We cannot deny that once teachers close their classroom doors, they can, within reason, teach a class as they see fit; however, this reduces the critical agenda to a turf war. Critical pedagogy requires teacher whose values and beliefs lead them to a more empowered professional stance. A transformative education requires teachers who are actively engaged in their own transformation into the kind of cultural workers (as Giroux, 1988, has named them) who support, facilitate and collaborate with their students to change society in a positive way.