Can a student's class and race determine whether he or she will receive a liberating or oppressive education? It is generally believed that students from poor backgrounds are incapable of receiving a liberating education and are also incapable of providing it to their future children. In contrast, students from wealthy backgrounds receive a liberating education and are able to provide it to their future children. So, there is definitely a trend going on in our society that forces a lower class student to receive an oppressive education. A parent sends their child to a school they can afford to pay for, and the school provides education to the child based on the money it receives from the parents. Therefore, schools prepare their students only to follow in their parents' footsteps and not to become better than them. Even though we live in the twenty-first century, there is still discrimination regarding the quality of education provided to students of different races and classes. Liberatory education is the best solution to the problem of oppression. Liberatory education frees us from excessive internal and external control. Teachers who teach this type of education are aware that the knowledge received from this education can be used to control others and also to avoid being controlled. This is stated in the line “Liberatory education is also about liberating oneself and others from excessive internal/external control or determination. Liberatory educators are aware that, although knowledge itself is often used as a tool of control or personal determination, it is also used to free us from such influences” (Rodes). Liberating education gives us the knowledge we need to explore our true selves. Someone who... middle of paper... Works Cited Rhodes, William C. "Liberatory Pedagogy and Special Education." Journal of Learning Disabilities 28.8 (1995): 458. Academic research completed. Network. March 22, 2014. Campo, John and Natalie Morgan-Klein. “Reassessing the Importance of Class in Access to and Persistence in Higher Education.” Adult Education Studies 45.2 (2013): 162-176. Academic research completed. Network. March 22, 2014. Lichtenwalter, Sara and Parris Baker. “Teaching Note on Teaching Oppression Through Jenga: An Example of Game-Based Learning for Social Work Educators.” Journal of Social Work Education 46.2 (2010): 305-313. Academic research completed. Network. March 22, 2014.Anyon, Jean. “From social class and the hidden curriculum of work.” Rereading America. Eighth edition. Ed. Gary Colombo, Robert Cullen and Bonnie Lisle. Boston, NY: Bedford/St. Martin: April 20, 2010. 169-185. Press.