Using Paulo Freire's, idea that the aim of education must always be to transform the world so as to liberate oppressed peoples. The authors: Reed, Saunders, and Pfadenhauer-Simonds address this issue by noting that state-backed education systems in the United States, as elsewhere, arguably can be seen as supporting repressive forces that keep people passive. On the other-hand, "problem-posing" is an educational strategy meant to challenge those repressive forces. Problem-posing is a collective process that draws on the personal experiences of the learners, and that generates social connectedness and mutual responsibility for the learning process, with potential for societal transformation. The authors suggest usage of a problem-posing methodology featuring: (1) listening, (2) codifying and dialogue, and (3) action. Each of these methodologies is expained and the learner uncovers the problems that hide in plain sight, in their everyday experiences in an unjust world.