Download After Postmodernism: Education, Politics And Identity by Richard Smith, Philip Wexler PDF

By Richard Smith, Philip Wexler

This paintings provides a collection of thematic essays aimed toward clarifying the academic difficulties and paradoxes of postmodern academic stipulations and concept. the most important issues of the booklet are the potential for attaining great political pursuits and of theorising such possiblities. those matters come up from a dissatisfaction with the organisational and political stipulations of postmodern academic practice.; The seeming lack of ability of lecturers to interfere within the public region, specifically in issues of equality, offers a driver to the publication. for many who care concerning the way forward for schooling and its position in social reconstruction, the pessimistic nature of postmodern theories of society and schooling is an extra impetus for the book.; all of the chapters exemplify the problems that confront academics in modern collage instructor schooling contexts. A extraordinary characteristic of the publication is a topic that present theorisation approximately schooling and society are traditionally outdated and that the longer term lies in ''post'' postmodern theories.

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Extra resources for After Postmodernism: Education, Politics And Identity

Example text

However, it does not entail that the ensemble of descriptions that circulate in society comprise a monolithic or seamless web, nor that dominant groups exercise on absolute top-down control of meaning. On the contrary, ‘hegemony’ designates a process wherein cultural authority is negotiated and contested. It presupposes that societies contain a plurality of discourses and discursive sites, a plurality of positions and perspectives from which to speak. Of course not all of these have equal authority.

Of course these are not unrelated although exactly how and why is difficult to specify. Secondly, I acknowledge that as a descriptor of current times postmodernism or the postmodern age are highly contentious and contested terms, particularly when used to imply a sharp distinction between the historical periods of modernity and postmodernity, a global applicability without different implications for different regions, and when they suggest that all the defining characteristics are historically unique.

What we see, instead, is the corporatist programme for the ‘reform’ of schooling and the new ‘training’ agendas for human capital in a postindustrial society. Thus a major recent development in Australian schooling (and similar developments are taking place elsewhere) has been the attempt by various agencies of government, industry and the unions to articulate ‘education’ and ‘training’ more closely, and to specify and develop ‘generic’ and ‘industry-specific’ competencies in all students. The system of schooling is also being ‘restructured’ and corporatized on managerialist and After Postmodernism 18 economic rationalist lines for greater efficiencies of process and effectiveness of outputs.

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