An exploration is presented of how education policy and practice may be used to transform society. Specifically, connections are made between Paulo Freire's teaching strategies and radically democratic organizing. The connections are contextualized within the prefigurative tradition, which explores how the democratic process is central to consistent and sustainable social change. The article contributes to an understanding of Paulo Freire's ontology, and the philosophy of social change, as well as how democratic strategies may address failures of revolutionary movements of the 19th and 20th centuries.