This powerful, important, and controversial collection pushes the limits of criticism and, in so doing, represents the most sophisticated critical thinking being done today. Pedagogy is seen here as more than classroom practices or instructional methods. The authors of these eleven provocative and sometimes disturbing chapters view pedagogy as the act of producing and disseminating knowledge in culture. From this position the writers define all discursive practices as pedagogical, in the sense that they propose a theory of reality.
