work on critical pedagogy varies in focus. For example, some approach critical pedagogy from a Marxist perspective with a focus on socioeconomic class. Paulo Freire, on the other hand, writes about how critical pedagogy can lead to liberty and freedom of the oppressed and marginalized. bell hooks applies a feminist perspective to critical pedagogy and Ira Shor, for example, advocates for the need of moving the theoretical framework of critical pedagogy to a more practical one. The influential works of Freire made him arguably the most celebrated critical educator. He seldom used the term "critical pedagogy" himself when describing this philosophy. His initial focus targeted adult literacy projects in Brazil and later was adapted to deal with a wide range of social and educational issues. Freire's pedagogy revolved around an anti-authoritarian and interactive approach aimed to examine issues of relational power for students and workers. The center of the curriculum used the fundamental goal based on social and political critiques of everyday life. Freire's praxis required implementation of a range of educational practices and processes with the goal of creating not only a better learning environment but also a better world. Freire himself maintained that this was not merely an educational technique but a way of living in our educative practice. Freire endorses students' ability to think critically about their education situation; this method of thinking is thought by practitioners of critical pedagogy to allow them to "recognize connections between their individual problems and experiences and the social contexts in which they are embedded". Realizing one's consciousness ("conscientization", "conscientização") is then a needed first step of "praxis", which is defined as the power and know-how to take action against oppression while stressing the importance of liberating education. "Praxis involves engaging in a cycle of theory, application, evaluation, reflection, and then back to theory. Social transformation is the product of praxis at the collective level." Critical pedagogue Ira Shor, who was mentored by and worked closely with Freire from 1980 until Freire's death in 1997, defines critical pedagogy as: Critical pedagogy explores the dialogic relationships between teaching and learning. Its proponents claim that it is a continuous process of what they call "unlearning", "learning", and "relearning", "reflection", "evaluation", and the effect that these actions have on the students, in particular students whom they believe have been historically and continue to be disenfranchised by what they call "traditional schooling". The educational philosophy