ABSTRACT
As academics, we are in the consciousness business. This is the end game of our efforts, if we are serious about the impact of ideas onto the body public as opposed to purely instrumentalist motivations driven by market forces that ultimately produce supply-side pedagogies. This is the essence of what it means to profess. The moral and ethical responsibility of this mission is and has often been at odds with the needs and demands of industry, yet this responsibility is what separates the academic project from industrial training proper. Historically, education has been the servant of industrial production with a decidedly less-thancritical pedagogy.1 Henry Giroux (1983) suggests a “radical pedagogy needs to be
informed by a passionate faith in the necessity of struggling to create a better world” (p. 242).
