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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... forms, intimately connected with the production, organisation and dissemination of knowledge. In a sense, the postmodern perspective is a confrontation with epistemology and deeply embedded notions of foundations, disciplines and ...
... forms, intimately connected with the production, organisation and dissemination of knowledge. In a sense, the postmodern perspective is a confrontation with epistemology and deeply embedded notions of foundations, disciplines and ...
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... forms, effects, place? (Foster 1985:ix) The postmodern moment is an awareness of being within a way of thinking. The speaker (subject) cannot absolutely name the terms of that moment. (Marshall 1992:3) There is sense here, but not safe ...
... forms, effects, place? (Foster 1985:ix) The postmodern moment is an awareness of being within a way of thinking. The speaker (subject) cannot absolutely name the terms of that moment. (Marshall 1992:3) There is sense here, but not safe ...
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... form beyond the modern—as well as similarity—a variant of the modern or its limit form; and to describe affirmative or reactionary and critical or progressive discourses and movements. (Smart 1992:164) What Smart is suggesting, and what ...
... form beyond the modern—as well as similarity—a variant of the modern or its limit form; and to describe affirmative or reactionary and critical or progressive discourses and movements. (Smart 1992:164) What Smart is suggesting, and what ...
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... forms, narratives of legitimacy and the organisation of knowledge. 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 ...
... forms, narratives of legitimacy and the organisation of knowledge. 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 ...
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... forms of legitimation which, according to Lyotard (1984), are marked out as subject to 'incredulity' in postmodernity. Consequently, the notion of inevitable progress has been thrown into doubt, rendered 'incredible', by the ...
... forms of legitimation which, according to Lyotard (1984), are marked out as subject to 'incredulity' in postmodernity. Consequently, the notion of inevitable progress has been thrown into doubt, rendered 'incredible', by the ...
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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