Recently, a range of educational theorists have explored and extended upon popular currents in political theory through articulating "open" and "unknowing" pedagogies. Such contributions represent a radical turn away from the presumed "universals" found in proclamations of justice and emancipation and, ultimately, the centering of class analysis. At the same time, inspired by and building upon Bourdieuian theory, another cluster of educational research has developed a nuanced understanding of the social, cultural, and educational mechanisms involved in class reproduction. In this essay, Jessica Gerrard offers a critical--though sympathetic--response to these dual trends. Bringing together theories of reproduction in conversation with theories of pedagogical possibility, Gerrard argues for a renewed understanding of working-class relations to education that incorporates an understanding of working-class action and struggle. (Contains 64 footnotes.)