Henry A. Giroux became established as a leading figure in radical education theory in the 1980s. Not only did he revive the arguments for civic education proposed by the main educational theorists of the 20th century, namely Dewey, Freire and others such as the reconstructionists Counts, Rugg and Brameld, but he also advanced their theories by formulating the idea of a "border pedagogy". His proposal can be viewed as the application of a postcolonial cosmopolitan perspective to the North American notion of democratic civic education. Giroux's vision for education addresses the issues that demographically and politically changing Western societies are facing at the beginning of the 21st century. Giroux argues for both critique and possibility in education and advocates independence and responsibility for teachers and students; that is, he claims dignity and respect for educational institutions, teachers and students. He has reclaimed the political nature of the everyday labour of educational researchers and of educators themselves. Furthermore, he eloquently theorises a critical pedagogy of Cultural Studies based on the pioneering work of the educationalist Raymond Williams himself. Although he focuses his discourse on general education, civic education and cultural studies, Giroux's proposals for educational theory and practice offer language and intercultural communication theorists and practitioners a basis for renewing their visions and practices. This article presents an interview with Henry Giroux about the role of critical pedagogy in language/culture studies. In this interview, Giroux shares his definition of a more globalised form of citizenship and the role of educators at all levels of the educational system.