What is the role of politics in the classroom? How does the desire of the teacher shape the pedagogical process? Is teaching possible? Is learning possible? Pedagogy as Encounter engages with such larger issues. The majority of discussions, workshops, conference panels, articles, and books avoid meta-pedagogical issues by focusing on technique. Such "technique talk" examines schemes, methods, and procedures that do and do not work in the classroom. It answers the "how" question at the cost of ignoring these bigger queries.

Pedagogy as Encounter consists of 120 vignettes arranged in eight chapters. Most of these are first person autobiographical stories that describe encounters with students and colleagues. They portray a teacher whose classroom disappointments lead him to radical experimentation. But there are also a few theoretical sections, as well as segments that are epigrammatic in nature. All of it is grounded in a Lacanian political psychology and in a critical global political economy. The theory, however, remains largely implicit and is confined to the footnotes. The body of the text is free of jargon and presented in a conversational voice.

itical economy. The theory, however, remains largely implicit and is confined to the footnotes. The body of the text is free of jargon and presented in a conversational voice.itical economy. The theory, however, remains largely implicit and is confined to the footnotes. The body of the text is free of jargon and presented in a conversational voice.itical economy. The theory, however, remains largely implicit and is confined to the footnotes. The body of the text is free of jargon and presented in a conversational voice.