By way of introduction, let me briefly state the many strands of this book. One is my research into student resistance to liberatory curriculum. As one cannot talk of students learning without talk of teachers teaching, I also look at empowering pedagogy. Another strand of the book is my exploration of what it means to do empirical research in a postpositivistJ postmodern era, an era premised on the essential indeterminancy of human experiencing, "the irreducible disparity between the world and the knowledge we might have of it" (White, 1973). A final strand is my desire to write my way to some understanding of the deeply unsettling discourses of postmodernism in a way that doesn't totalize, that doesn't present emergent, multiply-sited, contradictory movements as fixed and monolithic. To write "postmodern" is to simultaneously use and call into question a discourse, to both challenge and inscribe dominant meaning systems in ways that construct our own categories and frameworks as contingent, positioned, partial. My struggle is to find a way of communicating these deconstructive ideas so as to interrupt hegemonic relations and received notions of what our work is to be and to do.