Postmodernism and Education: Different Voices, Different WorldsIn this book, the authors explore and clarify the nature of postmodernism and provide a detailed introduction to key writers in the field such as Lacan Derrida Foucault Lyotard They examine the impact of this thinking upon contemporary theory and practice of education, concentrating particularly upon how postmodernist ideas challenge existing concepts, structures and hierarchies. |
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... Foucault and Lyotard. They examine the impact of this thinking upon the contemporary theory and practice of education, concentrating particularly upon how postmodernist ideas challenge existing concepts, structures and hierarchies ...
... Foucault and Lyotard. They examine the impact of this thinking upon the contemporary theory and practice of education, concentrating particularly upon how postmodernist ideas challenge existing concepts, structures and hierarchies ...
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... Foucault and Lyotard. Recognising that any selection is arbitrary, our criterion for selecting these writers rather than others is that for us they have important, varied and interesting things to say about the postmodern. Apart from ...
... Foucault and Lyotard. Recognising that any selection is arbitrary, our criterion for selecting these writers rather than others is that for us they have important, varied and interesting things to say about the postmodern. Apart from ...
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... Foucault's on discourses and powerknowledge relations, Derrida's on signification and textuality, and Lyotard's on grand narratives and performativity. We have asked, in each case, what this means in relation to not only understanding ...
... Foucault's on discourses and powerknowledge relations, Derrida's on signification and textuality, and Lyotard's on grand narratives and performativity. We have asked, in each case, what this means in relation to not only understanding ...
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... Foucault (1986) does not think in terms of epochal or periodic changes but rather sees modernity and postmodernity as oppositional attitudes which can be and indeed always are present in any epoch or period. Couzens Hoy (1988) points ...
... Foucault (1986) does not think in terms of epochal or periodic changes but rather sees modernity and postmodernity as oppositional attitudes which can be and indeed always are present in any epoch or period. Couzens Hoy (1988) points ...
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... Foucault, Derrida and Lyotard. All these writers can be said to be, and have been described as, 'poststructuralists' even though they themselves have often and explicitly resisted this label—and with some justification, because, as we ...
... Foucault, Derrida and Lyotard. All these writers can be said to be, and have been described as, 'poststructuralists' even though they themselves have often and explicitly resisted this label—and with some justification, because, as we ...
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Postmodernism and Education: Different Voices, Different Worlds Richard Edwards,Robin Usher Limited preview - 2002 |
Common terms and phrases
argues attempt autonomy become bildungsroman centred challenge closure conception consciousness consequence constituted constructed critical pedagogy critique cultural decentring deconstruction Derrida desire for mastery disciplinary discipline discourse of competence educational practices effect emancipation emancipatory emphasis Enlightenment epistemological experience experiential learning feminism feminist feminist pedagogy foregrounding forms Foucault gender goal grand narratives human humanistic psychology identity implications individual Lacan language games learners legitimised logocentric ludic Lyotard meaning metanarratives modernist nature neoconservative notion NVQs object one’s oppression organisation paradigm particular performance points political position possible postmodern condition poststructuralist powerknowledge formations present problematise produce progress psychoanalysis question rationality reality reason recognise reconfiguration reflexivity relation relationship resistance role scientific knowledge scientific psychology seen self selfunderstanding sense signifier simply social formation strategies structures supplementarity teachers teleology textuality theory and practice totalising truth unconscious undermined understanding words writing