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RESPONSES

An Emerging New Bricoleur: Promises and PossibilitiesA Reaction to Joe Kincheloes Describing the Bricoleur
Yvonna S. Lincoln Texas A&M University AN EMERGING NEW BRICOLEUR
This article was so rich and full of ideas that it is difficult to sort them all out. Consequently, I will simply comment on what I believe to be the works highlights, and where we might fruitfully wish to pursue bricolage-as-praxis and/or bricolage as a theoretical concern. Clearly, either direction can and will inform the other; where we enter the ongoing methodological dialogue will eventually be inconsequential. First, we are talking about an expansion in the definition of bricolage of undreamt-of proportion. When Geertz (1988) picked up Levi-Strausss (1966) use of the term bricoleur, I believe he was responding to the idea that method is even less preordinate than we might have imagined from the general tenor of fieldwork training that has gone on in the United States. This is what I call the Here are your tickets and your notebooks, Margaret [Mead]; Ill see you in two years! school of fieldwork training. Levi-Strausss idea of bricolage viewed fieldwork as a far less systematic process, a process far more akin to the handymans, jack-of-all-tradess, use of what materials and tools are available and which seem sensible. Anthropologists have typically referred to bricolage as the assembly of mythic elements, motifs, allusions, characterizations, allegorical bits and pieces, narrative techniques and other stock materials to form stories that are nevertheless new and particularized for the local context. Fieldworkincluding both method and representation might be viewed as a jerryrigged operation.1 The appropriate metaphor here is Mad Maxs car: parts and pieces assembled from scrap, from what comes to hand, which nevertheless runs across inhospitable and dangerous terrain. Kincheloes (2001 [this issue]) bricoleur is far more skilled than merely a handyman. This bricoleur looks for not yet imagined tools, fashioning them with not yet imagined connections. This handyman is searching for the
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nodes, the nexuses, the linkages, the interconnections, the fragile bonds between disciplines, between bodies of knowledge, between knowing and understanding themselves. This is not your fathers bricolage. It is boundary-work taken to the extreme, boundary-work beyond race, ethnicity, sexual orientation, class. It works the margins and liminal spaces between both formal knowledge, and what has been proposed as boundary knowledge, knitting them together, forming a new consciousness. Kincheloe proposes that this interdisciplinearity equals a kind of collaboration between and among border workers in the disciplines. It is a bold proposal, but I believe its realization is a long way off. We have few models to show us how such interdisciplinary collaboration might work. Such collaboration is neither well understood, nor is it well rewarded in the academy, where many knowledge workers make their home. Both the academic reward structure and the socialization process in graduate study create an environment where only the most senior can afford to collaborate (the exception is in the hard sciences and biomedical sciences, where collaboration is not only necessary, but mandated). Usually, by then, it is too late. Patterns of work have been established that reify the bench-scientist, Lone Ranger model of research, with individual researchers working in solitude, or at best, working with graduate students. The best forms of border work being done today are frequently being undertaken by feminists and race-ethnic theorists, for example, Sandoval (2000), DeVault (1999), Hurtado (1996), Prez (1999), and Wing (2000). If critical race and critical race feminist work furnishes the models for such interdisciplinary border-crossing, then we have at least a place to begin. The somewhat narrow readership, however, for womens border workand that of women of color, in particularis not heartening. Narrow readership suggests that those who would do this work are not accessing the models that would lead to sound archaeological and genealogical work. Finally, Kincheloes (2001) suggestion that we might use Foucauldian genealogy (Foucault, 1972) as the foundation of an interdisciplinary architecture or genealogy of disciplines is a bridge much farther for qualitative methodologists. Foucauldian genealogical analyses are not well laid out, as method, with the best and most accessible proposal having been made by Scheurich (1994, 1997). It is unclear how we might train graduate students to engage in this form of analysis, or what we might utilize to determine whether the analyses have been systematic, disciplined, rigorous, or insightful. Where does this leave us? With many intriguing methodological, practical, and theoretical questions. Is this what we want a bricoleur to be? Does this suggest that bricoleurs might come in two distinct forms: those who are committed to methodological eclecticism, permitting the scene and circumstance and presence or absence of coresearchers to dictate method, and those whose function is to engage in a genealogy archaeology of the disciplines with some

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larger purpose than ethnography in mind? Is there likelihood that disciplinary archaeology will lead to the genealogy of disciplines that Kincheloe (2001) proposes? How would we use such knowledge? What is the nature of the relationship(s) between bricolage and interdisciplinarity? William Pinar (this issue) has proposed that this bricoleur is a proletarian image, a kind of intellectual-as-amateur. As attractive as this image is, does it make sense that amateurs would care whether interdisciplinarity exists? Or know enough about the structure of universities or disciplinary-knowledge organization to be able to undertake this task? What is proposed, is, after all, as Pinar noted, a conceptual architecture of staggering complexity. Given the restraints of current academic organization, what are the possibilities for interdisciplinary collaboration? Furthermore, we should ask what the relationship is between disciplines and method. Although policy archaeology might be readily explained and grasped by those in the social sciences or humanities, it is not at all clear that those in the hard sciences would be either interested or comprehending of the proposed task. And finally, we might ask again, how do we know when a resurrection (archaeological) project is complete? Done systematically, rigorously, with some clear framework? By raising questions, it is not my intention to disparage this work. Quite the opposite. This piece may well have the power to shift the direction of methodological inquiry for the present and foreseeable future. Most assuredly, anyone who reads Kincheloes (2001) proposal for bricolage will never again think of it in the same way.

NOTE
1. It should be remembered, however, that Levi-Strausss intention in recommending bricolage was, in part, a structuralist project, requiring structuralist analyses. Kincheloes (2001) adaptation appears very much a poststructuralist project, or at the very least, a combination structuralist and poststructuralist analysis.

REFERENCES
DeVault, M. L. (1999). Liberating method: Feminism and social research. Philadelphia: Temple University Press. Foucault, M. (1972). The archaeology of knowledge and the discourse on language. New York: Pantheon Books. Geertz, C. (1988). Works and lives: The anthropologist as author. Stanford, CA: Stanford University Press. Hurtado, A. (1996). The color of privilege: Three blasphemies on race and feminism. Ann Arbor: University of Michigan Press.

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Kincheloe, J. L. (2001). Describing the bricolage: Conceptualizing a new rigor in qualitative research. Qualitative Inquiry, 7(6), 679-692. Levi-Strauss, C. (1966). The savage mind. New York: Free Press. Prez, E. (1999). The decolonial imaginary: Writing Chicanas into history. Bloomington: Indiana University Press. Sandoval, C. (2000). Methodology of the oppressed. Minneapolis: University of Minnesota Press. Scheurich, J. J. (1994). Policy archaeology. Journal of Education Policy, 9(4), 297-316. Scheurich, J. J. (1997). Research method in the postmodern. London: Falmer Press. Wing, A. K. (Ed.). (2000). Global critical race feminism: An international reader. New York: New York University Press.

Yvonna S. Lincoln is a professor and program chair, Higher Education Program Area, at Texas A&M Universitys Department of Educational Administration and Human Resource Development. Her interests lie in policy development for higher education, media representations of higher education, and qualitative research methodologies. She is the coeditor of the 1st and 2nd editions of the Handbook of Qualitative Research, and the coeditor, with Norman K. Denzin, of this journal.

The Researcher as Bricoleur: The Teacher as Public Intellectual

William F. Pinar Louisiana State University
The French word bricoleur describes a handyman or handywoman, Joe L. Kincheloe (2001 [this issue]) explains early on in his 2001 Egon Guba lecture. This is an intriguing description, and in it I hear echoes of Edward Saids (1996) model of the intellectual: The intellectual today ought to be an amateur (p. 82). Both notions imply risk for us1 in the field of education during this time of assault on our professionalism, especially from the right. After all, for those who wish to deregulate teacher educationto break the ed. school monopoly on teacher certificationisnt this the admission from us theyve wanted all along? That we dont know what were doing, that education courses are just hurdles delaying or even preventing competent subjectmatter specialists from entering the profession? Of course, Kincheloes (2001) definition of bricoleur as handyman or handywoman and Saids (1996) notion of amateur take for granted the

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researchers professional status. Kincheloes notion takes for granted disciplinary knowledge and competence, and Said means by amateur that the intellectual is more than a competent professional. Of course, she or he is a competent professional, but more than that, she or he is also someone who is willing to raise moral issues at the heart of even the most technical and professionalized activity as it involves ones country, its power, its mode of interacting with its citizens as well as with other societies (Said, 1996, pp. 8283). To engage with such issues, fidelity to one discipline is a likely casualty. And it is a casualty in Kincheloes characterization of the bricoleur. At the core of the deployment of bricolage in the discourse of research, Kincheloe (2001, p. 680) tells us, rests the question of disciplinarity/ interdisciplinarity. Bricolage, of course, signifies interdisciplinarity. But note that such a signification does not imply the absence of disciplinarity. On the contrary, in Kincheloes analysis before one can engage successfully in the bricolage it is important to develop a rigorous understanding of the ways traditional disciplines have operated. I maintain the best way to do this is to study the workings of the particular discipline. . . such a disciplinary study would be conducted more like a Foucauldian genealogy (p. 683). Such a historical and hermeneutical view of our work as scholars, and as teachers, is anathema to those conservatives who demand, in Louisiana at least, that Sylvan Learning Centers and other private providers compete with colleges and universities to produce teachers in abbreviated teacher preparation programs. The conservative tends to commodify the disciplines, and in so doing, suspends key curriculum questions. The conservative tends to focus on instruction and learning, especially the latter, as it is quantified in test scores. In splitting curriculum from instructionthis conservative political move in the public sphere is reflected in the organizational restructuring of a number of Colleges of Education where the historical designation Department of Curriculum and Teaching2 has been replaced with titles such as Department of Teaching and Learning or Department of Instruction and Learning. In higher education, most of us remain clear that curriculum and teaching are profoundly linked, that to perform our complicated professional obligations as scholars and teachers we must retain the academic freedom to choose those texts we deem, in our professional judgment, most appropriate. Most of us also appreciate that our professional labor requires that we decide how to examine our students, sometimes by research papers, other times by essay or short-answer tests, and even on occasion by a standardized examination. The situation in higher education is, of course, hardly idealthe general education curriculum in many public research universities is more a political than curricular arrangementbut my point here is that the inseparable relation between curriculum and teaching remains intact, more or less, at many universities. (Why it was never fully honored in elementary, middle, and secondary schools is a historical and, for me, gendered question.3)

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In the university we understand that we occupy a scholarly world with faded disciplinary boundary lines (as Kincheloe [2001, p. 683] nicely points out), that our intellectual activity (i.e., research and teaching) quickly becomes interdisciplinary, a concept still under construction, as Kincheloe explains,
A fuzzy concept at best, interdisciplinarity generally refers to a process where disciplinary boundaries are crossed and the analytical frames of more than one discipline are employed by the researcher. Surveying the use of the term, it quickly becomes apparent that little attention has been paid to what exactly interdisciplinarity implies for researchers. Some uses of the concept assume the deployment of numerous disciplinary methodologies in a study where disciplinary distinctions are maintained; other uses imply an integrated melding of disciplinary perspectives into a new methodological synthesis. (p. 685)

Surely the second is considerably more ambitious than the first, and the first is hardly obvious, as my own attempt at such testifies (see Pinar, 2001 [this issue]). Kincheloes (2001) characterization of bricolage embraces a deep form of interdisciplinarity . . . [that] seeks to modify the disciplines and the view of research brought to the negotiating table constructed by the bricolage (p. 685). Moreover, the bricolage understands that the frontiers of knowledge work rest in the liminal zones where disciplines collide. Thus, in the deep interdisciplinarity of the bricolage researchers learn to engage in a form of boundary work (p. 689). Such deep interdisciplinarity and boundary work seem to me precisely the labor of educational scholarship generally and curriculum theory in particular, currently I would argue, a radical site of interdisciplinarity.4 Rejecting colonization by the hegemonic disciplines such as psychology, curriculum theory demands hybrid interdisciplinary constructions, utilizing especially fragments from philosophy, history, literary theory, the arts, and from those key interdisciplinary formations already in place: womens and gender studies, African American studies, queer theory, and studies in popular culture, among others. Employing research completed in other disciplines as well as our own, curriculum theorists construct textbooks that invite public school teachers to reoccupy a vacated public domain, not simply as consumers of knowledge, but as active participants in conversations they themselves will lead. In drawingpromiscuously but criticallyfrom various academic disciplines and popular culture, curriculum theorists work to create conceptual montages for the public-school teacher who understands that positionality as aspiring to create a public space. By so working, we curriculum theoristsamateurs in Saids (1996) sense, bricoleurs in Kincheloes (2001)are working to resuscitate the progressive project. Our task as the new century begins is nothing less than the intellectual formation of a public sphere in education, a resuscitation of the progressive project in which we renew and perform our commitment to the democratization of American society, a sociopolitical, economic, and intellectual process that

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requires that we retain and help public-school teachers gain control of the curriculum, including the means by which teaching and learning are evaluated. Only then do we have a chance of engaging our students and ourselves in interdisciplinary conversations organized, for example, around questions of nation, self, and the historical moment.5 Such efforts to reconstitute ourselves from merely competent professionals to public intellectuals is far from risk, as Joe Kincheloe (2001) himself points out, and not only for our students. In a field whose academic standing remains fragile at best, to claim identities such as the bricoleur or the amateur is to invite criticism if not ridicule from our more disciplinary-wed, harddiscipline colleagues, not to mention right-wing politicians and other education-is-a-business advocates. But this is a risk, as Kincheloe knows, we must take. Your provocative article, Joe, has clarified what is at stake in such deep interdisciplinarity. I am grateful to you for that.

NOTES
1. All of us: elementary, middle school, secondary school teachers, and college and university faculty. 2. Recall that the first Department of Curriculum and Teaching was established at Teachers College, Columbia University, in 1937. See Pinar, Reynolds, Slattery, and Taubman (1995). 3. For a historical analysis, see Cuban and Shipps (2000); for a (terse) gendered one see Pinar (1999a). Nor would I defend teacher education programs as they tend now to be structured. In fact, despite the disaster the deregulation agenda threatens for public education, it might, perversely, serve university-based teacher education well, forcing us positioned in the university to cultivate the academicnot vocationalstudy of education. See Pinar et al. (1995, p. 759) for a succinct statement of the distinction. 4. For an overview of contemporary curriculum scholarship, see Pinar (1999b). 5. A public school curriculum as conversation would not, of course, be limited to these questions.

REFERENCES
Cuban, L., & Shipps, D. (Eds.). (2000). Reconstructing the common good in education: Coping with intractable dilemmas. Stanford, CA: Stanford University Press. Kincheloe, J. L. (2001, April). Describing the bricolage: Conceptualizing a new rigor in qualitative research. The 2001 Egon Guba lecture delivered at the annual meeting of the American Educational Research Association. Pinar, W. F. (1999a). Gracious submission. Educational Researcher, 28(1), 14-15. Pinar, W. F. (Ed.). (1999b). Contemporary curriculum discourses: Twenty years of JCT. New York: Peter Lang Publishers. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. (1995). Understanding Curriculum. New York: Peter Lang.

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Said, E. W. (1996). Representations of the intellectual: The 1993 Reith Lectures. New York: Vintage.

William F. Pinar is the St. Bernard Parish Alumni Endowed Professor at Louisiana State University. He has also served as the Frank Talbott Professor at the University of Virginia and the A. Lindsay OConnor Professor of American Institutions at Colgate University.

Bricklayers and Bricoleurs: A Marxist Addendum

Peter McLaren University of California, Los Angeles
I am honored to be a participant in this distinguished panel of respondents. I am especially pleased to be offering in brief compass this commentary at an event that honors the stellar contribution of Egon Guba to educational research. It is indeed fitting that Joe Kincheloe was chosen to present the distinguished lecture this evening. Joe is one of the most prominent educational theorists in North America, and I am proud to call him a brother in the struggle against social injustice. There is a joke circulating about Joe and I really being biological brothersour Scottish ancestors hailing from Appalachia (Joes are from the mountains of Tennessee and mine are from rural Ontario, what some have described as Canadas version of Appalachia)but I will let that one go unremarked tonight because it might take us into untested waters. I promised Joe that after he presented his provocative and stimulating presentation of the bricoleur and his nuanced rendering of what qualitative bricolage might offer educational research, I would attempt to deliver (under the sign of comradeship) a spirited critique not so much of what he actually said, but of what I feel he has underemphasized in his talk. My distinguished corespondent, Bill Pinar, will, I am sure, do a spirited assessment of what Joe actually developed in his talki.e., the architectonics of Joes critical bricolage and his reinvention of the term as a heuristic device to deepen and to expand qualitative research in the field of education. I will give Joes presentation a cautionary reading in the spirit of I like what you said, Joe, but I think it is important to inflect what you said in another direction. The inflection I am referring to is decidedly Marxist, and since Joe likes to joke about me as The Hollywood Marxist, I think he half expected this from me.

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I want to limit my response to a reading of Joe the bricoleur both against and with the figure of Joe the bricklayerthat is, I want to read Joes quest for transdisciplinary rigor in the spirit of his ongoing concern with working class struggle, social transformation, and social justice in contemporary capitalist society. Joes work reveals how transdisciplinary rigor and social justice can be complimentary processes animating a world-historic mission of resisting exploitation in all of its hydra-headed manifestations. So what follows are some cautionary warnings to those bricoleurs-in-the-making. In Joes postulation of a desideratum of legitimacy for bricolagein this case, the linkage of discourse, society, and powerit is essential to specify further how power is related to a more generalized political economy of social relations and specifically to clarify what power signifies within such an economy. Unless this is accomplished, qualitative researchers aspiring to become critical bricoleurs run the risk of juxtaposing formalistic concepts or merely refurbishing a standard empiricist demand that ideas be framed by social and historical contexts. I think there is a danger, too, of the bricoleur in the thrall of deep interdisciplinarity lapsing into a form of epistemological relativism, especially if ones multiperspectival approach (meaning that sometimes you want to have your cake and eat it or that you are tempted to act according to errors even after you have seen through them as errors) is underwritten by a Nietzschean perpectivism. Joe guards against this tendency in his own work by trying to gain insights from postmodern theory while avoiding a postmodernist ecclecticism. He achieves this by refusing to abandon the agent of struggle as she faces a cultural landscape of sheer heterogeneity and cultural fragmention. But preventing the historical agent from being a casuality of history is not an easy task. Whereas Nietzschean perspectivism prohibits the critic of Cartesian rationality from appealing to a normative framework for criticizing that rationality and its power, Joe seeks to shatter epistemological frames not to escape from rationality but to deepen our understanding of it. Embracing multiple perspectives for the critical bricoleur does not mean that each perspective is to be equally valued. I know that Joe would agree that one reason the critical bricoleur needs to be cautious as she negotiates her postmodern turn into the mine-infested waters of interdisciplinarity is that oftentimes the material world can slip out of view. We need to keep the economic structure of society squarely in our hermeneutical sights because the forces of and relations of production shape the social character of our ideas. Marx denied an independent historical development to ideas that impact history by arguing that ideas are always shaped by the mode of production in material life; yet he also stressed that ideas are not passive reflexes of the environment but have a reciprocal effect on the economic base. Joe Kincheloe possesses the requisite skills for keeping the materiality of human existence squarely in sight. But this is a hard-won skill at a time when so many disciplinary practices work at eclipsing the very objective conditions that produce the systems of intelligibility on which they

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restnot to mention displacing objective social relations linked to capitals law of value in an attempt to capture the object of analysis somewhere in the semiotic hinterlands between presence and absence. Capital as the central force structuring social relations is systematically obscured by many poststructuralist and antifoundational conceptions of power as diffuse, variegated, and contextually specific and has rendered invisible the objective conditions that have produced the bricoleur by locating the subject as a fractured yet mobile discursive positionalityin short, as an effect of texuality. In this instance, the architecture of desire displaces the formations of scarcity and human need. A focus on identity and difference as an effect of desire could reflectif the critical bricoleur is not carefula dualistic metaphysics that elides the complicity of the systemic accumulation of capital within culture as a mode of production. Too often a focus on the production of meanings within discourse and representation leads not to resisting and transforming the existing conditions of exploitation linked to the division of labor, but rather to an endless self-reflexive interrogation whose politics are rendered impotent in the face of the current global capitalist juggernaut. Once a critical bricoleur begins to seriously interrogate the existing liberal consensus, she is accused of abandoning scientific objectivity for outdated ideological positions. Or else she is accused of speaking truth to power at a time when truth presumably is always already shadowed by its constitutive impossibility. Although it may be the case that Marxist theory is in some respects still wanting as a tool for an understanding current manifestations of globalized capitalist exploitationincluding the capitalization of human subjectivityand for fully challenging it, the idea here is not for the bricoleur to abandon Marxism but to deepen its project. Marx himself has pointed the way to a materialist ontology of emergence and it is the task of the critical bricoleur to follow this lead and join explanatory critique to revolutionary praxis. In the bricoleurs embrace of a hermeneutics of difference, she must be careful not to level the contradictions of race, gender, class, and sexuality, or to swap an historical materialist mapping of geopolitical locations rooted in class consciousness and political action for an anti-dialectical intuitionism. Strolling the dank alleys of social science research, many a bricoleur has been attracted to the sparkle and glitter of knock-off deconstructive methodologies that line the trenchcoats of contraband researchers. A poststructuralist focus on discourse and difference via Derridas and Nietzsches corps, paradoxically can have the effect of homogenizing all struggles and identities as they proceed further into decadence (equality of all values) in the name of progress in order to accelerate the process of self-destruction, which leads to the necessity of founding new modes and orders (Joines, 2001, p. 7). As Rick Joines (2001) has argued, Derrida is a Nietzschean and Schmittian revolutionary whose New International is comprehensively nihilist . . . [and] . . . more threatening than any mere fascism (2001, p. 9). The denunciatory cry of some Derridean inspired poststructuralists (see Lather, 2001) of Ten Years Later:

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Yet Again (which raises the issue of why Marxist pedagogues still work within supposedly received and exhausted masculinist categories after poststructuralists had10 years earliershown them how to be less selfassured and to adopt a less transparent analysis under the theoretical advance guard of teletechnic dislocation, rhizomatic spreading and acceleration, and new experiences of frontier and identity) should be read against another cry in the face of the barbarianized academy: One Hundred and Fifty years after the Communist Manifesto: Ruling Class Pedagogues Defending the Capitalist Class, Yet Again. In the interpretive sallies of the post-Marxists, the politics of class struggle is replaced by a jaccuzzi leftist pedagogy of unknowability and impossibilityludicrously described as ontological stammering. As political activist Raphael Renteria put the issue recently, For me, the issue surrounding people who advocate that reality is unknowable is that they have things they dont want known. . . . I think it is important to ask: Who is served by the unknowability that these people claim is liberatory (personal communication)? Derridean messianicity without messianism that marks so much of postmodernist educational theorizing today and that makes use of esotericism, sigetics, acroamatics, proleptics, and illocutionary and perlocutionary acts in the disguise of a new pedagogy of the unknowable, wasnt the answer 10 years ago. Nor will it be the answer 10 years hence. According to Joines (2001), Derridas appeal for an international whose essential basis or motivating force is not class, party, or practice of citizenship should be read and understood as a threat to any potential international organized around such concepts (p. 12). I would not want to see the critical bricoleur rejecting the dialectic in favor of the more fashionable varieties of ludic pragmatism, poststructuralist nominalism, and obscurantist idealism for sale in the rag-and-bone shop of todays theoretical marketplace. On this point, I am sure Joe would agree. Although the bricoleur should mine the richness of the multidisciplinary trajectories that appear on Joes listthose that are used to capture the variegated landscape of identity and representationit is important that the bricoleur recognize the dilemma put forward by Wood (1994), namely, that Once you replace the concept of capitalism with an undifferentiated plurality of social identities and special oppressions, socialism as the antithesis to capitalism loses all meaning (p. 29). Here the critical bricoleur importantly challenges the relativism of the gender-race-class grid of reflexive positionality by recognizing that class antagonism or struggle is not simply one in a series of social antagonismsrace, class, gender, and so onbut rather constitutes the part of this series that sustains the horizon of the series itself. In other words, class struggle is the specific antagonism that assigns rank to and modifies the particularities of the other antagonisms in the series (Zizek, 1999). In the face of attacks on critical ethnography and theory as universalist and totalizing, I think it would be prudent for the critical bricoleur to refuse to evacuate refer-

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ence to historical structures of totality and universality by recognizing that class struggle itself enables the proliferation of new political subjectivities. Class struggle can be seen to structure in advance the very terrain of political antagonisms. Thus, according to Slavoj Zizek (2001b), class struggle is not the last horizon of meaning, the last signified of all social phenomena, but the formal generative matrix of the different ideological horizons of understanding (pp. 16-17). In Zizeks terms, class struggle sets the ground for the empty place of universality, enabling it to be filled variously with contents of different sorts (ecology, feminism, anti-racism). He notes that the economy is at one and the same time the genus and one of its own species (2001a, p. 193). Although the attack on Eurocentrism and masculinist master narratives has proved important, the critical bricoleur needs to be cautious not to throw out the concept of universalism altogether. As Zizek (2001b) notes, an experience or argument that cannot be universalized is always and by definition a conservative political gesture: ultimately everyone can evoke his unique experience in order to justify his reprehensible acts (pp. 4-5). Here he echoes Wood (1994) who maintains that capitalism is not just another specific oppression alongside many others but an all-embracing compulsion that imposes itself on all our social relations (p. 29). His position also reflects critical educators such as Paulo Freire who argues against the basism of the position, which claims that experiences speak for themselves. All experiences need to be interrogated for their ideological assumptions and effects, regardless of who articulates them or from where they are lived or spoken. The preferential option, of course, is given to the oppressed, as our comrades working in liberation theology would put it. The critical interrogation of experiences on the part of the critical bricoleur is not to pander to the autonomous subject nor to individualistic practices but to see those experiences in relationship to the structure of social antagonisms and class struggle. If critical bricoleurs are not attentive to the law of motion of capital and the social relations of production and choose to replace a dialectical reading of economic exploitation with an overly diffuse notion of power, then they run the risk of helping the capitalist class manage the ongoing crisis of the humanist subject rather than confronting the universalizing effects of finance capital as it appears in new forms. The critical bricoleur asks: How are social agentsreal people historically located in systematic structures of economic relations? How can these structuresthese lawless laws of capitalbe challenged by both researchers and the researched and transformed through revolutionary praxis into acts of freely associated labor, where as Marx argued, the free development of each is the condition for the free development of all? These are tough questions. But by situating ones research in the context of class struggle, is one abdicating the struggle against racism or sexism? To draw this conclusion would be a serious error. The critical bricoleur is ever attentive to the imbrication of multiple forms of oppression but recognizes how the division of labor within the social universe of capital works as one of the greatest

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totalizing forces in history, the consequences of which lead to an exacerbation of oppression on the basis of race and gender. Racism and sexism are equally important as outcomes and manifestations of class relations that have extended back in history. This is not to say racism or sexism are epiphenomenal outcomes of class relations. It is to claim that within capitalist society they are informed by the relations of class. Racism, sexism and class exploitation reciprocally shape each other. This is something that has consistently been argued by Kincheloe, Shirley Steinberg, and others. If researchers only loosely adhere to the capillary details of the deep bricolage developed by Joe in his talk this evening, especially his focus on etymological insight and the historical formation of subjectivity and agency, it is possibleeven probablethat many will purge race, class, and gender relations of their determinate content and reduce them to incommensurable language games rather than see them as new forms of collective labor power that intensify the contradictions at the unmolested core of globalized social relations of capitalist production. The results could be an unwitting tendency toward nominalism, subjectivism, and discursivism and the development of anti- racist struggles and struggles against patriarchy that are unable to smash the foundations of racial and gender oppression within todays white supremacist capitalist patriarchy. The revolutionary praxis of the critical bricoleur entails freeing ourselves from the prison house of esoteric theories detached from forms of class struggle. It is this insight that must be recaptured if critical research is to be regenerated. I want to thank Joe Kincheloe for providing the space for this Marxist addendum to his wonderful article.

REFERENCES
Joines, R. (2001). Derridas ante and the call of Marxist political philosophy. In Cultural logic [Online]. Available: http://eserver. Org/projects/clogic/3-1%262/joins.html Lather, P. (2001). Ten years later, yet again: Critical pedagogy and its complicities. In K. Weiler (Ed.), Feminist engagements: Reading, resisting, and revisioning male theorists in education and cultural studies (pp. 183-195). New York: Routledge Kegan Paul. Meiksins Wood, E. (1994, June 13). Identity crisis. In These Times, pp. 28-29. Zizek, S. (1999). The ticklish subject: The absent center of political ontology. London: Verso. Zizek, S. (2001a). Did somebody say totalitarianism? Five interventions in the (mis)use of a notion. New York: Verso. Zizek, S. (2001b). Repeating Lenin. Unpublished manuscript.

Peter McLaren is a professor at the Graduate School of Education and Information Studies, University of California, Los Angeles. He is the author and editor of 35 books on topics that include critical ethnography, critical social theory, Marxist education, and the sociology of education. His most recent book is Che Guevara, Paulo Freire, and the Pedagogy of Revolution (Rowman and Littlefield, 2000). His works have been translated into 15 languages.