Critical education as part of LIS courses is crucial to changing thecurrent situation in which “the LIS curriculum is just one of a constellation of middle-classpractices aimed at maintaining hegemonic control by the dominant class” (Pawley, 1998, p.123), and would prepare LIS students to challenge normative conceptions of informationas a commodity in their work environments.
I wonder to what extent this has been adopted in LIS education since the article was published?