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Research has shown that language should give learners the power to talk, to express their thoughts, and to understand a variety of different perspectives. The concept of critical pedagogy has been around for some time in education but there has not been so much research in ELT conducted on implementing the basic tenets of critical pedagogy into the classrooms through one of the skills. The purpose of this book is to examine the complex and detailed issues that interplay with the process of implementing critical practices in an EFL writing class, the ways students and teachers negotiate, exercise, or challenge their power during this process, as well as the effect of implementing the critical pedagogical approach on the quality of students writings. This book, therefore, has implications for teacher education, teachers, students, researchers, and curriculum designers.