From the article: "Fundamentalist students recognize the sociopolitical nature of reading and school curriculum in general; what they choose not to recognize is the importance of theorizing these acts in terms of social differences such as race, class, gender, and so on. Instead, they believe that their web of reality--one that theorizes in terms of secular and religious-based differences--is the most useful in understanding and critiquing educational practices. In many ways, the responses of students with fundamentalist beliefs serve as a mirror (albeit some critical educators might suggest a dark one) that reflects the principles of critical pedagogy from a different location"