Broadly defined, the field of social foundations of education involves the beliefs and values ​​of school and society, political economy in schools and society , and the culture of the school. There are many social forces that affect educational policies on a daily basis, such as: government, religion, family, and economics. Each of these social structures influence each other, leading to many conflicts regarding "democratic education." The social foundations of education do not meet the criteria of democratic education due to certain laws or rules that are established. For example, the delegation of funds to schools relies solely on the property taxes of a specific community. As a result, schools in poor communities receive less funding than those in wealthy areas. When young people do not have a say in the regulations they are subject to, it cannot be said that they live in a democratic environment or understand what it really means to be “democratically educated.” Henry Giroux, however, believes in “transformative education”. .” “Transformative intellectuals are aware of their own theoretical convictions and master the strategies for translating them into practice (Giroux, 1991). » In other words, Giroux believes that all teachers must play an “active role in curriculum development” and be able to exercise their power or beliefs in teaching (Giroux, 1991). Similarly, Giroux considers transformative education as a form of pedagogy always associated with power (Giroux, 1991). Giroux believes that critical pedagogy plays a role in transformative education. Giroux's interpretation of critical pedagogy draws inspiration from philosopher Paula Freire, whose emphasis was on the student's ability to develop critical thinking skills and tools to fight for justice in a democracy. .As discussed in this essay, critical pedagogy in urban education is a useful way to create change in our education system. Dewy and Friere may have had different ideas about education as democracy rather than liberation, but both believed in the role of the teacher and an open society. In conclusion, in order to create a democratic education where power is shared freely and fairly, one must examine the social forces that impact urban schools and work to create solutions to these problems. Works Cited Dewey, John. (1897). My educational credo. School newspapers,54. 77-80Freire, Paulo. (2000). Pedagogy of the oppressed. New York. ContinuumGiroux, Henry. (1991). The hope of radical education. Cultural workers and education policy. New York. Routledge.