ABSTRACT
Sociologists of education have become increasingly concerned with the school as a site of social and cultural reproduction. Rejecting the liberal view that schools are agents of social mobility and human emancipation, many sociologists have focused their analyses on how schooling constructs and reproduces the social relations of class, racism and gender in the wider capitalist society. In this, they have failed to account for the emergence of radicals (including sociologists) in educational settings. Sociologists have neglected to study the educational experiences of those who become radical critics of education, or radical teachers.
