In this paper I review recent work in neo-liberalism and science education as they relate to critical social analysis. I take the position that under neo-liberalism, education in general and science and technology in education in particular press the energies of teachers toward the production of workers, the everyday tools for the expansion of empires, the police state and the war machine. This is by no means a comprehensive view of the field, instead it is an exploration in the further development of a personal critical revolutionary praxis standing in solidarity of pedagogies that are progressive, activism oriented that seek to promote the revolutionary project. A radical departure from the stricture of academic journal writing this paper reflects the critical voice I have been developing over the last several years. It is a fusion of auto-ethnography, critical social theory and free verse.