Postmodernism and the Discourse of Educational Criticism

Henry Armand Giroux

118 citations0/0 files storedJournal of Education

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Postmodernism in Literature and Education Critical and Liberation Pedagogy Education, Politics, and Culture Studies

Abstract

Educational theory and practice has always been strongly wedded to language and assumptions of modernism. Educators as diverse as John Dewey (1916), Ralph Tyler (1950), Herb Gintis (Bowles & Gintis, 1976), John Goodlad (1984), and Martin Carnoy (Carnoy & Levin, 1985) have shared a faith in those modernist ideals which stress capacity of individuals to think critically, to exercise social responsibility, and to remake world in interest of Enlightenment dream of reason and freedom. Central to this view of education and modernity has been an abiding faith in ability of individuals to situate themselves as self-motivating subjects within wider discourse of public life. For many educators, modernism is synonymous with the continual progress of sciences and of techniques, rational division of industrial work, and intensification of human labor and of human domination over nature (Baudrillard, 1987, pp. 65-66). A faith in rationality, science, and technology buttresses modernist belief in permanent change, and in continual and progressive unfolding of history. Similarly, education provides socializing processes and legitimating codes by which grand narrative of progress and human development can be passed onto future generations. The moral, political, and social technologies that structure and drive imperatives of public schooling are drawn from modernist view of individual student and educator as guarantor of delicate balance between private and public life, as safeguard who can guarantee that economy and democratic state will function in a mutually determining manner. Within discourse of modernism, knowledge draws its boundaries almost exclusively from a European model of culture and civilization. Civilization in this script is an extension of what Jean-Francois Lyotard (1984) calls

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 118 citations exist upstream.

References

2015Democracy and Education 1917Democracy and Education.2008Philosophy and the Mirror of Nature 1988Feminist practice and poststructuralist theory 1995All that is solid melts into air : the experience of modernity 1985Hegemony and Socialist Strategy 1969Basic Principles of Curriculum and Instruction 1978Language, Counter-Memory, Practice: Selected Essays and Interviews

Cited by

2013Peace education in the present: dismantling and reconstructing some fundamental theoretical premises 2013Entrepreneurial Education: Reflexive Approaches to Entrepreneurial Learning in Practice 2016Republication of “On Becoming a Critically Reflexive Practitioner”1995Why Should Educators Care about Argumentation?2001Contrastive rhetoric of Japanese and English : a critical approach 2015Musics of ‘The Other’: Creating musical identities and overcoming cultural boundaries in Australian music education

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.