Furthermore, In Empowering Education, Ira Shor delineates a pedagogy in which the teacher facilitates discussion of generative themes produced by the students, using the example of his basic writing course with working-class students at "a low-budget college in New York City" several decades ago (10).[26] The Freirean approach for teaching literacy and writing that Shor reviews in Empowering Education demonstrates how the generative words manifested themselves "[through] researching local issues and language in the students' communities. From the many linguistic and sociological items…the educators selected some key concerns—generative themes expressed through generative words" (55).[26] In this framework, teachers and students research these items collaboratively, and once students have presented their research on problems in their community, they may begin to decide how they might analyze and upend power structures or rhetorical situations that contribute to and exacerbate such issues. For Shor's classroom, "[t]he generative themes [that have] emerg[ed]…from student culture have most often related to sex, abortion, drugs, family, education, careers, work, and the economic crisis" (56).[26] Shor believes it is important to allow students to build a basis for problem-posing upon their prior knowledge and experiences to make it multicultural.[26]