Critical theory aims to highlight the power imbalance between traditionally oppressed people and the system that oppresses them. Pedagogical practices often fall short when addressing the needs of marginalized groups of people. Often these people believe that the system that is oppressing them is in their best interest and, therefore, they do not fight against the capitalist system that keeps them oppressed.

• Paulo Freire (1970) wrote Pedagogy of the Oppressed, in which he talked about how marginalized groups were affected by educational practices of the time.

• Michael Apple (1971, 1986) and Henry Giroux (1983) credited with bringing CT to the U.S.

Jonathan Kozol (1991, 1995, 2005) wrote Savage Inequalities in which he highlighted problems with education in regards to children in poverty.

There is a danger in one speaking for many, and those who are seeking the truth may have good intentions, but ultimately they may not understand the nuances and specific struggles of the groups they seek to help. Social justice is also a broad spectrum of maladies that are not easily contained within the parameters of one theory.

Since I work in a Title 1 school system this theory could impact my students from lower socioeconomic backgrounds. Also, because it is a rural, conservative, homogeneous area, this theory would not be welcomed by the majority and would cause unrest and resentment among members of the public including parents, and even, potentially among employees. I believe every student needs representation and to feel like their voice is heard, but I am in the minority in this instance.

(n.d.). Problems With Critical Theories of Education. The Handbook of Research for Educational Communications and Technology. https://members.aect.org/edtech/ed1/09/09-08.html

Owens, R. G., & Valesky, T. C. (2024). Organizational Behavior in Education: Leadership and School Reform. Pearson.