Postmodern Education Research Articles

‘Flexible Control’: Towards a conception of personal autonomy for postmodern education

‘Flexible Control’: Towards a conception of personal autonomy for postmodern education

LEARNING AND ASSESSMENT IN POSTMODERN EDUCATION

LEARNING AND ASSESSMENT IN POSTMODERN EDUCATION

Traditional Education, Modern Educaion and Post-Modern Education

Traditional Education, Modern Educaion and Post-Modern Education

Commentary on: 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues'

(2002). Commentary on: 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues' Accounting Education: Vol. 11, No. 2, pp. 181-183.

Commentary on 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues'

(2002). Commentary on 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues' Accounting Education: Vol. 11, No. 2, pp. 191-197.

Commentary on: 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues'

(2002). Commentary on: 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues' Accounting Education: Vol. 11, No. 2, pp. 173-174.

Commentary on 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues'

(2002). Commentary on 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues' Accounting Education: Vol. 11, No. 2, pp. 185-190.

Service-Learning as Postmodern Art and Pedagogy

This article explores the idea that service-learning, when based on a postmodern art education pedagogy, is a work of art. The goal of service-learning is to deepen students' civic responsibility while providing opportunities for experiential knowledge in their academic study. While service-learning is meaningful and important across disciplinary boundaries, when it is combined with art education pedagogy there are explicit and implicit connections to the world of art and artmaking. Using Dominique Mazeud's Great Cleansing of the Rio Grande performance art ritual as an exemplar, one university art education service-learning program is described, reflected upon, and interpreted. Criteria are presented for the development of a postmodern service-learning art pedagogy as a transformative and socially reconstructive practice. These criteria are based upon the connection between the ritualistic nature of postmodern performance art and service-learning theories. The implications of this research extend the purposes of art education not only to include the power of the arts to educate, but to provide the service opportunities that transform and give us meaning in our lives.

Critical Education in the New Information Age

Traumatizing capital - pedagogy, politics and praxis in the global marketplace, Peter McLaren flows, networks and identities - a critical theory of the informational society, Manuel Castells new educational inequalities, Ram-n Flecha education and community involvement, Paulo Freire border youth, difference and postmodern education, Henry A. Giroux our common culture - a poisonous pedagogy, Donaldo Macedo labour power, culture and the cultural commodity, Paul Willis.

Post-welfare social work? Reconsidering post-modernism, post-Fordism and social work education

Social work enters the twenty-first century in very different circumstances to those which have prevailed through the major period of its development. We are now in an era that has been characterised as that of 'post-welfarism'. Using recent theories that focus on the ideological and structural aspects of the social changes within which contemporary social work is developing, this article examines the impact and implications of such changes for social work education. Some conclusions are drawn for a critical approach to thinking about the content and process of professional education.

The Noisy Mix of Hip Hop Pedagogies

The Noisy Mix of Hip Hop Pedagogies

Dancing in the Fire: A Deconstruction of Clive Erricker's Postmodern Spiritual Pedagogy

Clive Erricker's proposal for a deconstructive postmodern religious education is critiqued. It is argued that it is internally incoherent, vulnerable to external criticism, and rooted in a confessional model of education. An alternative approach, rooted in critical realism, is outlined.

The Call for Intelligibility in Postmodern Educational Research

The Call for Intelligibility in Postmodern Educational Research

The Call for Intelligibility in Postmodern Educational Research

The Call for Intelligibility in Postmodern Educational Research

Deciphering Attempts to Decipher Postmodern Educational Research

Deciphering Attempts to Decipher Postmodern Educational Research

Deciphering Attempts to Decipher Postmodern Educational Research

Deciphering Attempts to Decipher Postmodern Educational Research

PRACTICAL THEOLOGY AND POSTMODERN RELIGIOUS EDUCATION

This article gives an overview of “practical theology” as an emerging paradigm, and discusses problems and possibilities in using the paradigm for religious education of “Generation X” in a postmodern context. The article posits that a postmodern sensibility does not imply the cognitive capacity for a truly postmodern style of meaning‐making. Drawing on Robert Kegan and the author's teaching experience with young adults, the article raises the caution that Generation X may not be prepared developmentally for postmodern educational approaches. Possibilities for using practical theological elements such as story, playfulness, and making connections are raised in relation to this age‐group.

Postmodernism and Art Education: Some Implications

Postmodernism and Art Education: Some Implications

Research News And Comment: Deciphering Postmodern Educational Research

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.

Deciphering Postmodern Educational Research

Deciphering Postmodern Educational Research