Critical pedagogy is an ideal of democratic schooling that aims to challenge inequalities and is committed to social justice. Critical pedagogy aims to challenge inequality through discovering, learning, and then challenging systems of oppression. Critical pedagogy is also based on the assertion that difference is socially constructed and that students must engage in open dialogue discussing 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 Shouldn't Be Banned"? Get an original essay One of the key characteristics of critical pedagogy is a critique of the traditional model of education that reinforces social and cultural inequalities. Critical pedagogy argues that the traditional model of education must be transformed to promote democracy and egalitarianism rather than capitalism. Critical pedagogy aims to address inequality related to gender, race, and other disparities. Our society maintains oppressive structures that reinforce inequality and maintain systems of oppression. Racism, for example, permeates throughout society and is evident in racial disparities in education and employment rates. For example, according to the 2017 Race Disparity Audit, “the 'employment rate gap' – the difference between the employment rate for the entire working-age population and that for all ethnic minorities (other than white ethnic minorities) – was 10 percentage points in 2016” (Racial Disparity Audit, 2017). In addition to racism, sexism is another important factor leading to differential treatment and economic outcomes. For example, according to a 2017 study, “women working full time in the United States typically were paid only 80% of what men were paid” (AAUW, 2017). This 20% pay gap was given to women who did the same jobs as men, but they were compensated much less than men for the same amount of work. These statistics highlight how broader prejudicial treatment results in unjust social outcomes as a result of the hegemonic order; The 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 subordinated groups through educational practices designed to promote a more democratic society. Critical pedagogy asserts that traditional models of education reinforce the oppression of disenfranchised people and reproduce inequality rather than combat inequality. In Education and Power, education theorist Michael Apple “points to the existence of a hidden curriculum in which students are socialized and behaviorally conditioned to accept hierarchical structures of power” (as cited in Braa & Callero, 2006). Another important theorist of critical pedagogy, Ira Shor, describes the traditional classroom as an authoritarian environment in which students are “conditioned to become passive, conformist, and obedient members of society, thus generating easily manipulated workers and passive, apathetic citizens” (as cited in Braa and Callero, 2006). Critical pedagogy was therefore born from the criticism of traditional educational models. Proponents of critical pedagogy argue that traditional models of educational services reinforce capitalist systems of oppression and do not promote a truly democratic learning environment. Furthermore, iTraditional educational models assert that teachers distribute “facts” free from bias and create a learning environment free from challenge or question. Therefore, traditional educational models position the teacher as the ultimate authority figure, the absolute source of knowledge and power within the classroom. One of the main supporters of critical pedagogy, Paulo Freire, states:“Leaders who do not act dialogically but insist on imposing their decisions, do not organize people, they manipulate them. They do not liberate, nor are they liberated: they oppress” (Frier, 1972, pp. 178). Freire argues that educational leaders who do not incorporate and listen to the opinions of their students reinforce a system of oppression and do not allow for diverse viewpoints or perspectives within learning environments. To combat inegalitarianism, Frier argues that critical pedagogy must incorporate dialogue where learning and exchange of ideas in the classroom are more fluid to incorporate the viewpoints of those who are oppressed; this, Frier argues, will create an environment full of critical thinking and involve students of different identities (Frier, 1972). Frier and advocates of critical pedagogy argue that the classroom should be a space where critical thinking thrives rather than a place of mindless obedience and memorization. Freire argues that critical pedagogy “makes oppression and its causes the object of reflection by the oppressed, and from that reflection will derive their necessary commitment to the struggle for their liberation. And in the struggle this pedagogy will be made and remade” (Frier, 1972, pp. 48). Therefore, critical pedagogy argues that, to combat oppression, those who are oppressed must learn how they experience injustice to challenge their own oppression and teach others how to promote a more egalitarian society. To challenge hegemonic systems, both the oppressed and the privileged must understand their positions within society to challenge inequity. Therefore, critical pedagogy argues that education should enlighten students about systems of inequality in order to challenge biases and produce social change. Henry Giroux, another prominent advocate 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, pp. 161). To move beyond one's confusions and achieve upward mobility, critical pedagogy argues that students should be educated about their history to move beyond their social positions. Open dialogue encourages critical thinking and allows students to become active rather than passive learners (which the traditional model of education favors). Therefore, critical pedagogy challenges the antiquated assertion that education should be passive in favor of dialectical learning and education that highlights systems of inequality to challenge these systems. Critical pedagogy asserts that education should promote equity with the goal of social justice. In order to support freedom and equity for all, critical pedagogy asserts that educational systems must foster dialogue in working to bring systems of oppression and prejudicial treatment to light. Another key principle of critical pedagogy is the use of praxis. Praxis refers to the actual application of knowledge to practice in the real world. Rather than providing factual information without real-world application, praxis aims to transform social structures through collective efforts (Feagin & Vera, 2001). Therefore, many teachers in favor of critical pedagogy might.