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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... reality and the word/image which portrays it breaks down into a condition of hyperreality (Baudrillard 1988). Words, images and the information they convey become open to multiple interpretations, mirroring multiperspectival knowledge ...
... reality and the word/image which portrays it breaks down into a condition of hyperreality (Baudrillard 1988). Words, images and the information they convey become open to multiple interpretations, mirroring multiperspectival knowledge ...
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... reality'. The signifier actually comes to replace an independently existing 'objective' reality such that the referent becomes an effect rather than a source of the sign and where therefore 'everyday life becomes pervaded with a reality ...
... reality'. The signifier actually comes to replace an independently existing 'objective' reality such that the referent becomes an effect rather than a source of the sign and where therefore 'everyday life becomes pervaded with a reality ...
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... reality that is independent of representation yet capturable by it. However, it also puts forward the notion of a reality constructed by representations and therefore of multiple perspectives where representations become reality and where ...
... reality that is independent of representation yet capturable by it. However, it also puts forward the notion of a reality constructed by representations and therefore of multiple perspectives where representations become reality and where ...
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... reality and thus to educate people into viewing the world in particular ways conducive to 'progress'. It provides the grounds and the means for dismissing other cultural experiences as mere 'entertainment', unserious and not 'really ...
... reality and thus to educate people into viewing the world in particular ways conducive to 'progress'. It provides the grounds and the means for dismissing other cultural experiences as mere 'entertainment', unserious and not 'really ...
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... reality' outside their being as texts and that their 'truth' can be found in the fidelity with which they represent the world or the intentions of their authors. In this sense, they problematise the powerful modernist position that ...
... reality' outside their being as texts and that their 'truth' can be found in the fidelity with which they represent the world or the intentions of their authors. In this sense, they problematise the powerful modernist position that ...
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