Students are typically not taught about the complex nature of interpretation and the assumptions embedded in and power imprinted on all knowledge. Many political and educational leaders deem such profoundly important dimensions of learning unimportant. Indeed, many power wielders view such insights as downright frightening, as critical teachers begin to uncover the slippery base on which school knowledge rests. Knowledge production and curriculum development are always and forever historically embedded and culturally inscribed processes.
From Critical Pedagogy