Discusses difficulties in "doing" critical pedagogy with postmodern students, considering the advantages of working toward a "modest pedagogy" (modeled after Law's modest sociology), which takes seriously the problematic issue of knowledge and schooling, yet avoids some of the pitfalls of Enlightenment thinking and the neglect of student subjectivity. The paper discusses physical education's commitment to critical pedagogy, presenting examples of attempts to implement critical pedagogy in Australian teacher education. (SM)