The publication and distribution of "Pedagogy of the Oppressed" (Freire, 1974) was a landmark event in the field of education. Since its original publication and subsequent translation into many languages, Freire has influenced millions of people worldwide as the corpus of his work has been disseminated during the past 30-plus years. For better or worse, such widespread distribution of Freire's work has meant that his words and ideas have been reinterpreted within settings that are radically different from his original context of Brazil in the early 1960s, and thus it has often been misunderstood, misapplied, and naively maligned by many (Freire & Macedo, 1995). Although occasionally raising interesting questions, "Rethinking Freire: Globalization and the Environmental Crisis" (Bowers & Apffel-Marglin, 2005) represents a collection that runs the risk of adding to such decontextualized and maligned interpretations of Freire. In this essay, the authors discuss the serious conceptual flaws found in "Rethinking Freire" that create misunderstandings on Freire's conceptions of liberatory pedagogy, individualism, and the relationship between teachers and students.