Critical pedagogy is an ideal of a democratic school which aims to fight against inequalities and is committed to social justice. Critical pedagogy aims to challenge inequalities by discovering, learning, and then challenging systems of oppression. Critical pedagogy also relies on the assertion that difference is socially constructed and that students must engage in open dialogue to discuss their differences with the goal of a more democratic society (Goodburn & Ina, 1994). Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay One of the key characteristics of critical pedagogy presents itself as a critique of the traditional model of education that reinforces societal and cultural inequalities. Critical pedagogy asserts that the traditional model of education must be transformed to favor democracy and egalitarianism rather than capitalism. Critical pedagogy aims to address inequalities related to gender, race, and other disparities. Our society maintains oppressive structures that reinforce inequalities and maintain systems of oppression. Racism, for example, permeates throughout society and manifests itself in racial disparities in education and employment. For example, according to the 2017 Race Disparity Audit, “the employment rate gap” – the difference between the employment rate of the entire working age population and that of all ethnic minorities ( other than white ethnic minorities) – was 10 percentage points in 2017. 2016” (Racial Disparity Audit, 2017). Besides racism, sexism is another important factor that leads to differences in treatment and economic consequences. For example, according to a 2017 study, “in the United States, women working full time were typically paid only 80% of what men were paid” (AAUW, 2017). This 20% pay gap was given to women who did the same work as men, but they were paid much less than men for the same amount of work. These statistics show how greater prejudicial treatment leads to inequitable social outcomes due to the hegemonic order; Italian Marxist philosopher and politician Antonio Gramsci explained hegemony as the domination of society through structures that maintain the established social order and class interests of the dominant group (Gramsci, 1971). Critical pedagogy aims to challenge hegemonic processes that perpetuate the marginalization of subordinate groups through educational practices designed to foster a more democratic society. Critical pedagogy asserts that traditional education models reinforce the oppression of the disenfranchised and reproduce inequalities rather than combat them. In Education and Power, educational theorist Michael Apple "points to the existence of a hidden curriculum in which students are socialized and behaviorally conditioned to accept hierarchical power structures" (quoted in Braa and Callero, 2006). Another leading theorist in critical pedagogy, Ira Shor, describes the traditional classroom as an authoritarian environment in which students are "conditioned to become passive, conformist, obedient members of society, thus generating workers who are easily manipulated and passive and apathetic citizens” (quoted in Braa and Callero, 2006). Critical pedagogy was thus born from a critique of traditional models of education. Proponents of critical pedagogyargue that traditional models of educational services reinforce capitalist systems of oppression and do not foster a truly democratic learning environment. Additionally, traditional models of education assert that teachers disseminate “facts” free of bias and create a learning environment free of challenge or questioning. Therefore, traditional models of education place the teacher as the ultimate authority figure, the absolute source of knowledge and power within classrooms. One of the main defenders of critical pedagogy, Paulo Freire, states: “Leaders who do not act dialogically but insist on imposing their decisions do not organize the people: they manipulate them. They do not liberate and are not liberated either: they oppress” (Frier, 1972, p. 178). Freire argues that educational leaders who do not incorporate and listen to the perspectives of their students reinforce a system of oppression and do not allow for divergent views or perspectives within educational environments. learning. To combat inequality, Frier argues that critical pedagogy must incorporate dialogue where learning and the exchange of ideas in the classroom are more fluid to incorporate the perspectives of those who are oppressed; According to Frier, this will create an environment full of critical thinking and engage students of diverse identities (Frier, 1972). Frier and proponents of critical pedagogy argue that the classroom should be a space where critical thinking thrives rather than a place of obedience and mindless memorization. Freire argues that critical pedagogy “makes oppression and its causes objects of reflection on the part of the oppressed, and from this reflection will arise their necessary commitment to the struggle for their liberation. And in the struggle, this pedagogy will be made and remade” (Frier, 1972, p. 48). Thus, critical pedagogy argues that to combat oppression, those who are oppressed must learn how they experience injustice in order to challenge their own oppression and teach others how to foster a more equal society. In order to challenge hegemonic systems, both the oppressed and the privileged must understand their position within society in order to challenge inequalities. Therefore, critical pedagogy argues that education should enlighten students about systems of inequity in order to challenge bias and produce social change. Henry Giroux, another prominent proponent of critical pedagogy, also argues that critical pedagogy should “provide students with the knowledge, skills, and critical sensitivity they need to be able to think dialectically” (Giroux, 2001, p. 161). In order to move beyond their own confusions and achieve upward mobility, critical pedagogy maintains that students must be educated about their history to overcome their social positions. Open dialogue encourages critical thinking and allows students to become active rather than passive learners (which the traditional educational model promotes). Therefore, critical pedagogy challenges the outdated assertion that education should be passive in favor of dialectical learning and teaching that highlights systems of inequity in order to challenge those systems. Critical pedagogy affirms that education must promote equity with the aim of social justice. To support freedom and equity for all, critical pedagogy asserts that education systems must foster dialogue by working to uncover systems of oppression and harmful treatment. Another.