Radical humanities programs in Canada offer non-traditional adult students an entry-level university educational experience. The programs purport to better the lives of the students through university-level education. This report was spurred on by the claim that such programs are emancipatory and offer radical societal change. Working from an earlier study to understand how the experiences of people participating in such programs resonated with the fundamental concepts informing the programs, this report is a systematic dialectic organized around emancipatory education. It begins with introductory sections on emancipatory pedagogy and Canadian radical humanities programs before turning to a description of methodology and data, followed by analysis. It concludes that emancipatory pedagogy must be a space and activity that enables students to become subjects consciously aware of their context and their condition as human beings, rather than an extension of formal education that objectifies students and maintains asymmetrical power relations.