The current education system has perpetuated the concept of banking, a concept coined by Brazilian educator Paulo Freire, and has allowed schools to become a rather authoritarian entity that an authoritative entity shows a basis for critical learning. Teachers are perceived as dictators and “sole creators of knowledge” and students are expected to be receptive bodies that memorize information and then regurgitate it. Student progress, in short, has become a gain for high test scores instead of the exploration of intellectual freedom. In writer and feminist bell hooks' book “Teaching to Transgress: Education as the Practice of Freedom,” she states: “Educating as the practice of freedom is a way of teaching that anyone can learn.” This learning process is easier for those of us who teach and who also believe that there is an aspect of our vocation that is fearful; who believe that our job is not simply to share information but to share in the intellectual and spiritual growth of our students. Teaching in a way that respects and cares for the souls of our students is essential if we are to provide the conditions necessary for learning to begin in the deepest and most intimate way. (13) To begin this revolution of freedom, teachers must use the resource of literature to engage in critical discussions about significant issues such as race, gender, and how they fundamentally intersect. By engaging with this idea, teachers are also embracing the idea that the classroom is essentially a learning community and that contributions from student discussions are inherently resources within that dynamic. Discussions become essential in exploring the literature, experiences, and dynamics of culture that oppress and inhibit marginalized g...... middle of paper ...... who are actively becoming aware of systems and their own beliefs structures and their students are intended to produce active individuals who wish to create change. Moving students and themselves into the framework of active thinkers and individuals shifts paradigms. Their actions produce important and imperative discussions and dialogues. These, in essence, are the starting points for the revolution of a new liberation of education. Works Cited Freire, Paulo. Pedagogy of the oppressed. Trans. Myra Bergmann Ramos. New York: The Contimum International Publishing Group, 1993. Print.hooks, bell. Teaching to transgress: education as a practice of freedom. New York: Routeledge, 1994. Print. Macomber, Kris and Sarah Nell Rusche. “Using Students’ Racial Memories to Teach Racial Inequality.” Feminist Teacher 20.3 (2010): 214-225. Google Scholar. PDF files.