ABSTRACT
The last chapter’s account stressed how technology of a specific kind is employed in ways that are not the most democratic, given the pressures that conservative groups, business, and the new middle class have placed upon schools to make certain that students are “technically literate” to meet the needs of the economy. Ye t there are alternatives to such usage, alternatives that enable a different kind of knowledge production to evolve. I want to describe how these can operate in real settings, with real students. I center this on my own personal experiences. The story I tell highlights not only the very possibility of a more critical pedagogy and curriculum, it also stresses the tensions and conflicts involved in the attempt to do something different.
