The contribution examines the figure of Adele Corradi (1924-2024) as a teacher committed to an emancipatory pedagogy developed in the wake of the experience of the Barbiana school and the teaching of Don Lorenzo Milani. Through an analysis of her educational practices, her writings, and the school contexts in which she worked, the paper reconstructs how Corradi translated Milani's principles of educational justice, civic responsibility, and the centrality of the marginalized into concrete pedagogical action. Drawing on archival sources, testimonies, and comparative analysis with other contemporary educational experiences, the paper seeks to reconstruct the still under-studied figure of Adele Corradi and the contribution she made both within Milani's school and, after his death, in public schools in Italy and abroad.