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. |
From inside the book
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... become yet another project, yet another totalising and oppressive discourse, gives us a fresh and radical way of confronting these questions. 1 POSTMODERNISM, POSTMODERNITY AND THE POSTMODERN MOMENT Postmodernism: does it.
... become yet another project, yet another totalising and oppressive discourse, gives us a fresh and radical way of confronting these questions. 1 POSTMODERNISM, POSTMODERNITY AND THE POSTMODERN MOMENT Postmodernism: does it.
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... become open to multiple interpretations, mirroring multiperspectival knowledge and the breakdown of 'objectivity', and where, in a condition of semiotic promiscuity (or 'radical semiurgy' as Baudrillard puts it), no single, unified ...
... become open to multiple interpretations, mirroring multiperspectival knowledge and the breakdown of 'objectivity', and where, in a condition of semiotic promiscuity (or 'radical semiurgy' as Baudrillard puts it), no single, unified ...
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... becomes its own justification. In postmodernity the cultivation of desire threatens and to some extent replaces ... becomes merely a part of a culture of postmodernism, part of the emporium of styles to be promiscuously dipped into ...
... becomes its own justification. In postmodernity the cultivation of desire threatens and to some extent replaces ... becomes merely a part of a culture of postmodernism, part of the emporium of styles to be promiscuously dipped into ...
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... becomes the signifier and therefore becomes its own 'reality'. The signifier actually comes to replace an ... become increasingly impenetrable to even an educated bourgeois audience' (Crook et al. 1992:51)—in other words, to ...
... becomes the signifier and therefore becomes its own 'reality'. The signifier actually comes to replace an ... become increasingly impenetrable to even an educated bourgeois audience' (Crook et al. 1992:51)—in other words, to ...
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... becomes fragmented, and authoritative tradition mutates into an archive' (1992:75)—in other words, the fragmentation ... become signifiers which refer to other signifiers in a constant reflexivity of signs and an endless multiplicity of ...
... becomes fragmented, and authoritative tradition mutates into an archive' (1992:75)—in other words, the fragmentation ... become signifiers which refer to other signifiers in a constant reflexivity of signs and an endless multiplicity of ...
Other editions - View all
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