Abstract
Abstract The Strategy of Deconstruction and its Unintended Effects. On the Deconstructive Way of Dealing with Difference in Pedagogical Settings The pedagogical dealing with difference has been questioned for its unintended effects on the reproduction of power relations. This criticism has been expressed mainly from a deconstructive point of view. Nevertheless, the strategy of deconstruction has not yet been questioned for unintended effects itself. The article discusses three aspects where unintended effects of these strategy can at least possibly emerge: (1) a deterministic view of the binary hierarchy, (2) a narrow understanding of transformation as proliferation and (3) a one-sided understanding of reproduction.
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