Living social reality is always faster than any attempt to document it. Documentation will always remain inevitably partial. Critical leaders and teachers need to keep themselves sensible to those incidents which demand close attention in terms of social justice as well as emancipatory and revolutionary learning. "Revolutionary learning" refers to an important remark by Peter McLaren, who writes about such power/knowledge relations which critically reflect their own internal contradictions and give birth "not to an epistemological resolution at a higher level but rather to a provisional glimpse of a new society freed from the bondage of the past, a vision in which the past reverberates in the present, standing at once outside the world and beside the world, in a place of insight where the subject recognizes she is in a world and subject to it, yet moving through it with the power to name it extopically so that hidden meanings can be revealed in the accidental contingencies of the everyday." In this particular sense the new globally-driven social movements and international activism can play a powerful role in pedagogical "concientizacao"--in becoming conscious of the power/knowledge webs of global capitalism. In this article, the author documents recent anti-globalization protests in Gothenburg, Sweden, and discusses the recent political movements against economic globalization from a pedagogical point of view. The author wishes to address the power of the people, echoing the politics of these movements which operate both separately and in cooperation against the neoliberal global economic constitution. (Contains 37 notes.)