The current education system has perpetuated the concept of banking, a concept invented by Brazilian educator Paulo Freire, and has allowed schools to become an entity authoritarian rather than an entity that presents a basis for critical learning. Teachers are seen as dictators and “sole creators of knowledge” and students are expected to be receptive bodies who memorize information and then regurgitate it. In summary, student progress has become a gain for achieving high test scores instead of exploring intellectual freedom. In writer and feminist Bell Hooks' book “Teaching to Transgress: Education as a Practice of Freedom,” she states: “Educating as a practice of freedom is a way of teaching that everyone can learn . This learning process is easiest for those of us who teach and who also believe that there is an aspect of our vocation that is scary; 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 necessary conditions where learning can begin most deeply and intimately. (13) To launch this freedom revolution, teachers must use the resources of literature to begin critical discussions about important issues such as race, gender, and their fundamental intersections. By engaging with this idea, teachers also embrace the idea that the classroom is essentially a learning community and that contributions from student discussions are inherently resources within this dynamic. Discussions become essential in exploring the literature, experiences, and dynamics of the culture that oppresses and inhibits marginalized groups...... middle of paper ...... who actively become aware of the systems and of their own structured beliefs, and their students completed their studies with the intention of producing active individuals who wish to create change. Placing students and themselves as active thinkers and individuals shifts paradigms. Their actions produce important and imperative discussions and dialogue. These are, essentially, the starting points of the once again liberating education revolution. Works Cited Freire, Paulo. Pedagogy of the oppressed. Trans. Myra Bergman 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 About Racial Inequities.” Feminist Teacher 20.3 (2010): 214-225. Google Scholar. PDF file.