ABSTRACT
In this chapter, the author argues that both critical and feminist pedagogy discourses, and other alternative pedagogical discourses, are limited in their capacity to alter the schooling institution and society and limited in terms of what they can accomplish in the name of empowerment. She suggests acknowledging and examines how the limitations are constructed or produced as ways of strengthening the broad "radical pedagogy" project. Traditional analyses of classroom pedagogy have tended to focus on those individuals and groups which "hold" power and have focused on trying to shift power, attempting to avoid techniques that have been linked with oppressive experiences of schooling. The chapter argues for a systematic "micro-level" analysis of the schooling context in which much radical pedagogy is attempted and needed. It covers considerable theoretical and methodological terrain, and without a great deal of evidence or illustration.
