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Beyond Watching Over Established Ways: A Review as Recasting the Literature, Recasting the Lived

preoccupation with the role of the educational enterprise and how it is implicated within the broader arena of lived social struggles and problematics. It is important to note that this is so, despite the admittedly substantive and significant junctures of divergence and even controversy, which are in no small way related to the constitution of the critical gaze. Orienting critical research agendas rage contested understandings of the analytic descriptor "critical." Among these contested perspectives, "critical" signifies: a calling into question of structural and structuring coercive and panoptic power dynamics, as they spin on relations to the means of economic production and agency; or as they concern the contours of socio-historical and epistemological space and voice; or nuanced combinations of these perceptions.3 Such critical temperaments regarding the role of the study of education carry with them the stance that the very tools- of educational inquiry are at one and the