Shor also reviews Paolo Freire's literacy project in Brazil as described in Freire's Pedagogy of the Oppressed, which enforces the idea that all people are creators of culture through visuals, oral discussion, and creation of word lists that are the basis for which the people begin to use language to express how the dominant culture operates, how their home culture operates, and how these systemic actions impact themselves and the world.[27] In this way, both Freire and Shor believe problem-posing education can be situated in multicultural practices as well as critical literacy practices. Shor insists "subject matter is best introduced as problems related to student experience, in language familiar to them".[2]