There are several quotes that I would like to point out:

75 "Our appreciation of an educational situation is contingent on the context within which we encountered it and the theoretical frames we brought with us to the observations" I think he intentionally speaks in the first person and is reflecting on his own practice. This is reassuring because when I first read his piece I found his use of third person "they" (teachers) troubling.

75 "To be critical is to assume that humans are active agents whose reflcective self-analysis, whose knowledge of the world leads to action" This line resonates well with the call of self-awareness and self-reflection of previous pieces.

76 "If knowledge is a form of cultural capital, then lack of access to it spells major problems for those on the margins of the culture of power" I completely agree, but here I'm thinking that if critical postmodern action research has the purpose of redefining knowledge, then democratic access to knowledge - to engage in critical discussion, reflection and action - indeed is key. But key to his previous point of (not his own words) self awareness and self-reflection. Now my question to Kincheloe would be, are you then in agreement with Delpit that we need to teach explicitly the culture of power, in this case to teachers (apparently suffering from tragic disenlightenment)

79 "meaning is a contested entity" YES!

82 "Educational action research needs to move beyond exclusive concern with the individual and institutuonal levels of inquiry towards an understanding of the social and cultural structures that help shape the educational lives of individuals and help determine the consequesnces of schooling". Individual "levels of inquiry" versus the "lives of individuals"

I have to end it here. But I need to add a few memos to this blog

Carol I will be there tomorrow. sorry I didn't email