Kincheloe: CP strikes back at the Empire

This article is very dense. Does this mean CP is too? I found the article fascinating. CP reaches every aspect of everything. My summary:

• Education "is" always already' within dominant ideology

• The age of science rules educational policy

• Education is one tool for the American Empire to reproduce itself indefinitely

But CCP can help:

• create awareness of the dominant ideology among its subjects (counter indoctrination since "Education simply can't be neutral" p. 11),
  

• recognize ALL students of ALL groups ("Here critical teachers make use of this knowledge not to "save" marginalized students-"poor, non-English as first language, gay, lesbian, and bisexual, physically challenged, nonathletic, non-white, overweight, shy, and short" p. 24- but to provide a safe space for them and to learn with them about personal empowerment, the cultivation of the intellect, and the larger pursuit of social justice." (p. 25), with as central concern the "alleviation of human suffering" (p. 12)
  

• offer a message and tools of resistance (" Such resistance is accomplished not only by speaking in gender terms about race, class, sexual, and colonial opporession. The curriculum of CP "names names." p. 35
  

• understand and redefine the concept of knowledge constructed and based on teacher research (action research)
  

My thoughts:
-Kinchloe talks about teachers developing a pedagogy and "constructing a political vision" (p. 9) but he rarely uses the term philosophy. His view is definitely political, but aren't the values we base our praxis on also philosophical and spiritual, deeper than political?

I need examples for:
- the teacher researcher who "studies students as living texts to be deciphered" (p. 20)
- such teachers..."build deep relationships with local communities... (p. 33) -on their free time?-
- "Complex critical scholars and cultural workers maintain that we must possess and be able to deploy multiple methods of producing knowledge of the world" (p. 37)

I agree with kincheloe and I am sold to the idea of transformative action and cultivation of the intellect as a goal of education AND I want to know how Kincheloe suggest we can engage not just the individuals who are marginalized and exploited to be empowered, but also the privileged ones to participate "in a rigorous empowering education" and in a "more equitable distribution of wealth (theirs)" (p. 34) ?

I see the beginning of a response to Lesley's question about banking being ever an option with this citaton of Freire: " No teacher is worth her (wow!) salt who is not able to confront students with a rigorous body of knowledge" (p. 21).

Lastly, if time I would like translation of the last paragraph, 1st column p. 36 (deterministic)
And oh yes, I really LIKED the glossary.