Top Highlights

• being present and yet not visible, being visible and yet not present.
• what is important is to approach the analysis of oppression through a convergent theoretical framework where the object of oppression is cut across by such factors as race, class, gender, culture, language, and ethnicity.
• It is for this reason that I never advocate either a theoretic elitism or a practice ungrounded in theory, but the unity between theory and practice. In order to achieve this unity, one must have an epistemological curiosity—a curiosity that is often missing in dialogue as conversation.
• If students are not able to transform their lived experiences into knowledge and to use the already acquired knowledge as a process to unveil new knowledge, they will never be able to participate rigorously in a dialogue as a process of learning and knowing.
• It is as if they have assumed that there is a mono-discourse that is characterized by its clarity and is also equally available to all. If one begins to probe the issue of clarity, we soon realize that it is class specific, thus favoring those of that class in the meaning-making process.