Critical pedagogy believes education to be a form of cultural politics that is fundamental to social transformation aiming to cultivate human agency and transformative activity. The explosion of information and communication technologies (ICTs) has provided ordinary people with unprecedented opportunities to take on the ruling educational power structure and pedagogy. The uncontested monopoly of knowledge and the institutionalization of education can now be challenged by new media technologies, which make possible decentralized and interactive communication and a participatory model of culture and democracy, with multiple voices and an expanded flow of information, thus creating a new field for the conjuncture of education and democracy. In particular, dialogical two-way communication and collective "many-to-many" communication have been widely implemented with the emergence of the Internet and social networking sites. In this article, the authors argue that new media like YouTube (UT), combined with a transformative critical pedagogy, can help realize the Internet's potential for democratization and transformative pedagogy, while also noting its limitations. The authors focus on UT's potential modes of transformative pedagogy and how these are practically employed by UTers. Based on the arguments of classical philosophers of education, the authors critically evaluate both the pedagogical possibilities and limitations of UT as a form of cultural politics and its pedagogic potential for grassroots democracy and social transformation. In conclusion, they sum up the potential and limitations of UT, suggesting positive pedagogical and political uses but also dangers. (Contains 39 notes.)