This article seeks to develop a critical perspective on silence, dialogue, and oppression in out-of-school education, in dialogue with Freire. It also shows how my classroom experiences or fieldwork incidents mediated this dialogue. Freire's concept of problem-posing education has been chosen as the central theoretical framework; that further informed me to develop a dialogical methodology for researching oppression and marginalisation with the Adivasi community in Southern Wayanad in Kerala. The article also explores the complexities of applying Freirean in forming dialogue with participants. My research led me to partially critique Freire, partially apply Freire and partially extend Freire into Kerala's context of out-of-school education. This article primarily explores the practices of silence and dialogue outside classrooms and shows how they form a dialogue with Freire or related scholars. Following that dialogue, it then revisits Freire to identify silence and dialogue as meeting practices and their oscillation in research and community work. The major outcomes of these dialogues and this article include: 'silence and dialogue as oscillating meeting practices'; 'research as silence and dialogue'; 'silencing and dialogic self-help group meetings'; 'silence as ongoing informal communication'; 'silencing events, identity, and resistance in silence'; 'people silence themselves, but, resist oppression in silence; 'silence as banking education and caste oppression'.