This powerful, important, and controversial
  collection pushes the limits of criticism and, in so doing, represents the most
  sophisticated critical thinking being done today. Pedagogy is seen here as more
  than classroom practices or instructional methods. The authors of these eleven
  provocative and sometimes disturbing chapters view pedagogy as the act of producing
  and disseminating knowledge in culture. From this position the writers define
  all discursive practices as pedagogical, in the sense that they propose a theory
  of reality.