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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... recognise this. Thus one thing this text tries to do is to ask how educational practices are to be understood, given that they are already located, even if only partially, within the postmodern. One of our hopes is that in doing this a ...
... recognise this. Thus one thing this text tries to do is to ask how educational practices are to be understood, given that they are already located, even if only partially, within the postmodern. One of our hopes is that in doing this a ...
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... Recognising that any selection is arbitrary, our criterion for selecting these writers rather than others is that for us ... recognise that we cannot be fully aware of our own position as its 'authors'. What we stand for can only emerge ...
... Recognising that any selection is arbitrary, our criterion for selecting these writers rather than others is that for us ... recognise that we cannot be fully aware of our own position as its 'authors'. What we stand for can only emerge ...
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... recognise our own location in the postmodern moment. That this is as much a matter of desire as it is of reason is not something we would be defensive about, although given 'unwritten' constraints and our own perhaps unnecessarily ...
... recognise our own location in the postmodern moment. That this is as much a matter of desire as it is of reason is not something we would be defensive about, although given 'unwritten' constraints and our own perhaps unnecessarily ...
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... recognised as a set of viewpoints of a time, justifiable only within its own time. (Nicholson 1990:11) To talk about postmodernity, postmodernism or the postmodern is not therefore to designate some fixed and systematic 'thing'. Rather ...
... recognised as a set of viewpoints of a time, justifiable only within its own time. (Nicholson 1990:11) To talk about postmodernity, postmodernism or the postmodern is not therefore to designate some fixed and systematic 'thing'. Rather ...
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... recognise that terms like 'postmodernity' and 'postmodernism' are separable and should not be used interchangeably. Hutcheon (1989) argues that confusion has arisen because postmodernism—the cultural expression of postmodernity—has been ...
... recognise that terms like 'postmodernity' and 'postmodernism' are separable and should not be used interchangeably. Hutcheon (1989) argues that confusion has arisen because postmodernism—the cultural expression of postmodernity—has been ...
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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