Research News And Comment: Deciphering Postmodern Educational Research

Abstract

Whereas there may be disparate views on the value of adopting a postmodern perspective with in educational research, the increased levels of activity associated with trying to establish a link between postmodernism and educational inquiry remain undeniable. The heightened interest in post modernism, however, has not been accompanied by clear descriptions of the nature of postmodern educational inquiry. In response to this situation, this article sketches a definitional framework for educational inquiry in which postmodern varieties of educational research may be defined. To lay the foundation for this framework, the article describes a selection of interests that may be considered in a given study. It is argued that any one piece of research exhibits, either implicitly or explicitly, a commitment to a particular configuration of interests. By describing three dimensions of inquiry, the article demonstrates how postmodern educational research distinguishes itself by its political aims, its methodological practices, and its representational styles. These three dimensions are integrated to form a three-dimensional model that provides a graphic illustration of how postmodern varieties of educational research may be defined in reference to other approaches to educational inquiry. Brief descriptions of samples of postmodern educational research are provided. The implications of this model are considered in the context of the general debate concerning the sensibility of trying to isolate the elusive nature of postmodernism. Contrary to views expressed by postmodernists, this article argues that postmodern discourse in education exhibits, somewhat paradoxically, a regular set of features suggestive of a metanarrative. In conclusion, the article emphasizes the importance of educational researcher's maintaining a balanced, constructive dialogue about postmodern inquiry.