Abstract
This article is intended to formulate several points of interest in the study of various forms postmodern curricula take in our contemporary classrooms. A critical look at the state of the latter poses the question of accommodating the needs of an increasingly diverse student population. The answer lies in curriculum negotiations (Hyun, 2006) representing sustainable adaptability. However, in an era of accountability that prescribes the structure and sequence of curriculum, our schools (perceived as a social system) lag behind. Therefore, the connection our students develop among truth , knowledge , value , and their own petits recits – personal texts that weave the web of their public lives in and outside of schools – represents the focus of future research into effective design, implementation, and evaluation of inclusive and student-centered curricula.
Highlights
Postmodernism vs. modernism – points ofjuncturePostmodernism is a contrast it modernist ideas of “new” – a new epoch, a new socio-economic order, for some representing a continuation of modernism, while for others a „breaking away‟ from it
The connection our students develop among truth, knowledge, value, and their own petits récits – personal texts that weave the web of their public lives in and outside of schools – represents the focus of future research into effective design, implementation, and evaluation of inclusive and student-centered curricula
Rules and regulations, there could not be any set of prescriptions or strategies to be adopted by educators willing to distance themselves from the tradition of modernism
Summary
Postmodernism is a contrast it modernist ideas of “new” – a new epoch, a new socio-economic order, for some representing a continuation of modernism, while for others a „breaking away‟ from it. The test of time (i.e., usability, replicability, or what Lyotard calls “performativity”) will tell whether specific elements of acquired knowledge are worth “circulating” to expand gnosis or they should be cast into oblivion, operationalizing truth This new knowledge will be discarded as “not marketable” if it does not lead to improving one‟s personal and/or professional status or if it does not represent a means to a definite end in the informational exchange. Popular culture supports postmodernism‟s resistance toward metanarratives (Peters, 1998) It brings together truth, reason, and language at the micro-level of the individual, validating her/his petit récit in a non-formulaic way that validates its belonging to a culture of a constantly. 2012, Vol 4, No 1 evolving “other,” while making it stand apart from any other discourse
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