Ultimately, if world-reading precedes word-reading, then literacy is best understood as praxis—reflection joined with action. Freire’s *Pedagogy of Hope* (1994) underscores that education becomes humanizing when learners read conditions critically and act to remake them. Accordingly, lessons that begin with reality do more than convey skills; they cultivate agency. By helping students move from the felt textures of daily life to the analytic power of language, we align reading with liberation, ensuring that words illuminate the world they first learned to navigate. [...]
