The plight of students in the United States has been one of repeated socialization toward dehumanizing divides trapped in policies with a history of reproducing oppression and social stratification. The voice of reason has left the educational policy debates as the idea of equity and access in schooling has been replaced and confused by neoliberal approaches and a call for privatization. This study analyzes the current racial divides and inequalities in society and their relationship to the education system. It suggests the divides of society are directly linked and can be countered through education practices. Through the application of conflict theory approach--a method linking historical and theoretical analysis, this research examines socio-cultural foundations, specifically educational institutions. The research examines schooling practices and their history in reproducing oppression and discriminatory social practices (shackling) and best practices to deconstruct (unshackle) a discriminatory status quo. These areas are explored through focusing on educational institutions historical foundation, current policies, student motivation, and best practices. The study suggests historical cultural dominance can be deconstructed through transformative instructional methods and pedagogical practices.