Similarly, James Berlin in "Rhetoric and Ideology for the Writing Class" posits social-epistemic rhetoric as a way to teach that is "self-consciously aware of its ideological stand, making the very question of ideology the center of classroom activities, and in doing so providing itself a defense against preemption and a strategy for self-criticism and self-correction" (478).
To me, it seems as though Foucault's progressive politics and Berlin's social-epistemic rhetoric should go hand-in-hand. Foucault's "progressive politics," being aware of "historical conditions" and "rules" alongside "possibilities of transformations" sounds as though it is "self-consicously" aware of its ideology and avoids "preemption." How would a combination of these two ideas look in the classroom? Is it possible to use alternative/"progressive"/"self-consciously aware" readings in the classroom to provide a foil to mainstream society without including readings from dominant ideologies? How can we break down univocal determinations and individualism in the classroom to help students analyze social systems?