Critical pedagogy has traditionally focused on helping students and teachers alike develop their critical consciousness and find their voice. Because this can only be realized in particular situations, there is not a particular methodology that can simply be repeated across contexts. Each instance demands an approach that is sensitive to both historical and local conditions. The three panelists will present examples of how the classroom can become a space for critique and resistance. The first presenter from the New Jersey Association for Lifelong Learning will focus on an adult ESOL program that includes many undocumented students. The students and teachers together shaped a curriculum that focused on resisting current deportation efforts. The second presenters from the Arab American Association of New York will speak together about their efforts within the Advocacy and Adult Education programs of the community-based non-profit to build power from within the classroom through student story-telling, political education, and creating spaces for leadership and critique. The third panelist, a middle school History teacher will focus on helping middle school students to identify and resist discrimination, particularly against Muslims. In this case, rather than being marginalized, the students may themselves be the ones holding racist viewpoints. After these brief presentations, those in attendance will be asked to share their own experiences, analyses and questions about the potential critical pedagogy has for initiating and supporting resistance to corrosive rhetoric and policy. These will be taken up and further elaborated in the second workshop.