Book Review The Postmodern Educator. Arts-based Inquiries and Teacher Development Diamond, Patrick and Mullen, Carol. (Eds.) 1999. New York: Peter Lang. 466 pages. ISBN 0820441015 (paperback) Educational Research in Transition Take a strip of paper and join its both ends so that you wind one end upside down before fixing it together with the other. You have constructed the central metaphor of Diamond and Mullen's book The Postmodern Educator, the double-faced Mobius strip that symbolizes the dualistic and endless movement of artistic knowing. Learning is constructing a threedimensional spiral: moving to the beginning of a new cycle on the other side of the strip and changing the point of view. The editors of this book, flooded with metaphors, describe themselves as educator detectives around the autopsy table questioning the tradition of empirical research and creating new methodology. They are accompanied by phenomenological humanists, subjective particularists, representatives of critical theory, poststructuralists, contextualists, constructivists, narrativists, postmodernists, and arts-based inquirers. Their aim is not to bring heretics to trial or to detect the causes of a crime but to understand the situation. To proceed in the metaphoric line of the editors, the book is about composing new melodies, about a journey along a slippery lakeshore, in labyrinths, galleries, stairways... The conceptual keys of the research then become narrativity, experiential inquiry, participation, openness, and pluralism. Instead of promoting the enlightenment story of progress, the authors prefer open-ended and contradictory texts, networks and complexity in posing questions. The book comes out in a time of fracture and transition in educational research and in society at large. It is a contribution to the discourse on the paradigm change, and it reflects upon the effects of the postmodern state of teacher education and scholarly work. The editors characterize their standpoint to postmodernism as reaching for something that does not yet exist. On the other hand, they consider their book a palimpsest, like parchment bearing traces of several layers of revised texts. From the intertextual point of view, there is nothing new in the book; it leans on the works of others, as in pastiche. The task of reviewing the book came to me in the middle of intensive debate on the nature of the so-called artistic research in Finnish art colleges. Are our communities of arts and education prepared to carry out postmodern demands for change: Could a dissertation be a poem, a performance, or a painting? My position in the debate is that of a Finnish art teacher educator and a researcher whose postgraduate studies included 2 years in the United States. I decided to write my review according to the methods of the authors, i.e. through listening to the contradictory voices it provoked in myself. Teacher Researcher as Artist The authors are socially active educational researchers and their main goal is integrating arts into research. Awareness of both this premise as well as the backgrounds of the authors is worth noticing to understand the book. Most of the chapters are written by the editors, Australian born Patrick Diamond and his former student Carol Mullen who is nowadays working in the USA. The book is largely based on Professor Diamond's research classes at the University of Toronto in Canada. The other authors are five professors, one kindergarten teacher, four high school teachers, and a puppeteer. They hail from the USA, Australia, and Canada. One of the education professors is the only writer who has studied any visual arts. The editors emphasize the nature of art as a representation of reality. Unlike in correspondence theory, everything we know is transformed by language and power structures. The quality of experience often emerges only after being represented in artful form. …
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