Emancipatory labor educators seek to facilitate among workers an understanding of their common experiences of exploitation as well as their collective power to transform workplace and social condi tions. Emancipatory educators have thus stressed the need for work ing class unity, yet there are significant differences and conflicts among workers. Can the goal of promoting unity be reconciled with the recognition of differences? Critical postmodernist theo rists believe that their notions of "difference" and "border cross ing" can reconcile this tension. However, an analysis of the rel evance of these notions in three labor education contexts reveals their limited value for emancipatory labor educators.
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