between Western and Indigenous worldview that must be considered. Approaching the intersection of Indigenous perspectives and pedagogy from another perspective, critical pedagogy of place examines the impacts of place. Critical pedagogy has often ignored the implications of sanism in education and excluded Mad persons' knowledges from informing curriculum and pedagogy. Castrodale has stated a greater need to identify ableist and sanist ideals shaping educational paradigms by drawing on the fields of critical disability studies and Mad Studies to advance inclusive enabling approaches to teaching and learning In the classroom Ira Shor, a professor at the City University of New York, provides for an example of how critical pedagogy is used in the classroom. He develops these themes in looking at the use of Freirean teaching methods in the context of the everyday life of classrooms, in particular, institutional settings. He suggests that the whole curriculum of the classroom must be re-examined and reconstructed. He favors a change of role of the student from object to active, critical subject. In doing so, he suggests that students undergo a struggle for ownership of themselves. He states that students have previously been lulled into a sense of complacency by the circumstances of everyday life and that through the processes of the classroom, they can begin to envision and strive for something different for themselves. Of course, achieving such a goal is not automatic nor easy, as he suggests that the role of the teacher is critical to this process. Students need to be helped by teachers to separate themselves from unconditional acceptance of the conditions of their own existence. Once this separation is achieved, then students may be prepared for critical re-entry into an examination of everyday life. In a classroom environment that achieves such liberating intent, one of the potential outcomes is that the students themselves assume more responsibility for the class. Power is thus distributed amongst the group and the role of the teacher becomes much more mobile, not to mention more challenging. This encourages the growth of each student's intellectual character rather than a mere "mimicry of the professorial style." Teachers, however, do not simply abdicate their authority in a student-centered classroom. In the later years of his life, Freire grew increasingly concerned with what he felt was a major misinterpretation of his work and insisted that teachers cannot deny their position of authority. And due to the student-centeredness that