After Postmodernism: Education, Politics And Identity by Richard Smith, Philip Wexler

By Richard Smith, Philip Wexler

This paintings offers a suite of thematic essays aimed toward clarifying the tutorial difficulties and paradoxes of postmodern academic stipulations and concept. the key issues of the e-book are the potential for reaching substantial political pursuits and of theorising such possiblities. those matters come up from a dissatisfaction with the organisational and political stipulations of postmodern academic practice.; The seeming lack of ability of teachers to intrude within the public quarter, specially in concerns of equality, offers a motive force to the e-book. for those who care in regards to the way forward for schooling and its function in social reconstruction, the pessimistic nature of postmodern theories of society and schooling is an extra impetus for the book.; all of the chapters exemplify the problems that confront teachers in modern college instructor schooling contexts. A extraordinary characteristic of the e-book is a subject matter that present theorisation approximately schooling and society are traditionally superseded and that the longer term lies in ''post'' postmodern theories.

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Example text

This is indeed the posthuman. In this setting, posteducation is the new educational settlement in the shift from industrial to what has been variously described as ‘postindustrial society’ (Bell, 1973), ‘late’ or ‘disorganized capitalism’ (Lash and Urry, 1987), or ‘flexible postmodernity’ (Harvey, 1989). As suggested above, there will be a shift from the massified reproduction of Fordist forms of schooling to the flexible simulations of post-Fordist production and a restructuring of the inflexible strictures and archaic fixtures of state bureaucracies to more devolved and ‘self-managing’ systems of social formation.

But, increasingly there are discomforts over its elevation from ‘theory’ to ‘Theory’ and from bricolage to totalizing framework in some Anglo-American (and Australian) poststructuralist work. As Bannet (1989) observes, the texts of the poststructuralist theorizings of Barthes, Lacan, Foucault and Derrida are often treated (and mea culpa—I too have sinned) as universals rather than as coming from (and in the first instance addressing) specific cultural and historical contexts, in particular the literary and classical humanist curriculum of the French academy, the standardized, centralized and hierarchical authority structures of the French State.

Yet conflict and contestation are part of the story. (Fraser, 1992, p. 179) The concept ‘hegemony’ has the benefit of helping us to recognize the unruly but patterned nature of systemic and widescale assymetrical power relations. It allows for a recognition of social totalities without abandoning a recognition of their specific manifestations in different places and times and their different implications for the positionality of different women. Or, as Hennessy (1993) says in developing an argument for systemic analysis, it makes it possible to acknowledge the systematic operation of social totalities…across a range of interrelated material practices.

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After Postmodernism: Education, Politics And Identity by Richard Smith, Philip Wexler
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