This autoethnographic study provides a critical analysis of the implementation of ideas and theories derived from Paulo Freire's "Pedagogy of the Oppressed" (1970) and "Pedagogy of Hope: Reliving Pedagogy of the Oppressed" (1994) in a social justice oriented classroom; in particular, themes of critical thinking, transformation, and social action are investigated through the voices of student participants. Through reflective narrative, I explore how Freire's humanist philosophy has influenced my educational practices as an instructor of higher education students. This inquiry utilizes qualitative data from undergraduate students, formal teaching observations, and interviews and on-going dialogue with a self-identified Freireian educator to help uncover how my students react to and reflect on my pedagogy. Student resistance to my implementation of Freire's ideas is closely examined to help me develop a more inclusive pedagogy. Furthermore, addressing injustices pedagogically requires a shift in our educational language as well as an emphasis on critical thinking and liberatory education. Educators can resist traditional constraints placed upon them by embracing a new language and vocabulary that discloses injustice and facilitates inclusive classroom dialogue that encourages students to take social action against perceived injustices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]