Cover image for Thinking again : education after postmodernism
Title:
Thinking again : education after postmodernism
Author:
Blake, Nigel.
Publication Information:
Westport, Conn. : Bergin & Garvey, 1998.
Physical Description:
xi, 202 pages ; 24 cm.
Language:
English
Reading Level:
1260 Lexile.
Added Author:
ISBN:
9780897895118

9780897895125
Format :
Book

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Library
Call Number
Material Type
Home Location
Status
Central Library LB14.7 .T55 1998 Adult Non-Fiction Central Closed Stacks
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Summary

Summary

"The postmodern condition, in which instrumentalism finally usurps all other considerations, has produced a kind of intellectual paralysis in the world of education. The authors of this book show how such postmodernist thinkers as Derrida, Foucault, and Lyotard illuminate puzzling aspects of education, arguing that educational theory is currently at an impasse. They argue that we need these new and disturbing ideas in order to "think again" fruitfully and creatively about education."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved


Author Notes

Nigel Blake is Lecturer in Educational Technology at The Open University, England
Paul Smeyers is Professor, Department of Educational Sciences, University of Leuven, Belgium
Richard Smith is Senior Lecturer, School of Education, University of Durham, England
Paul Standish is Lecturer in Education at the University of Dundee, Scotland


Reviews 1

Choice Review

This sharply written book, edited by Blake (Open University, England), argues that a discernible postmodern perspective, most generally associated with Derrida, Foucault, Lacan, and Lyotard, remains relevant to the examination of contemporary educational matters. The authors' primary project is to repudiate misreadings of postmodernism, especially the relativist label often misapplied to these chief exponents. They treat a variety of problematized educational activities and discourses, including the teaching of literacy, the legitimation of educational experts, and the managerial ethos that pervades contemporary schooling. In so doing, they are particularly trenchant in articulating the theoretical legacy of critiques on structuralism and foundationalism. Critical readers might reasonably charge the authors with erecting an intellectual straw man of modernism so as to champion the ideas of postmodern authorities who they frequently (and paradoxically) treat much too deferentially. However, it is difficult to imagine a more lucid analysis, and this collaborative effort may well serve as a primer for advanced undergraduate students looking to venture into this terrain. The concluding "Prospect" anticipates questions likely to be raised by such students, and it will likely compel further discussion. Highly recommended for upper-division undergraduate and graduate students in philosophy of education courses. T. R. Glander; Nazareth College of Rochester


Table of Contents

Henry A. Giroux
Series Forewordp. ix
Acknowledgmentsp. xiii
Retrospectp. 1
1. Poststructuralism and the Spectre of Relativismp. 7
2. Foundations Demolished, Sovereigns Deposed: The New Politics of Knowledgep. 21
3. The Ascription of Identityp. 35
4. Literacy Under the Microscopep. 47
5. Shifting, Shifted, ... Shattered: The Ethical Selfp. 59
6. Giving Someone a Lessonp. 81
7. Telling Stories Out of Schoolp. 91
8. The Responsibility of Desirep. 111
9. Folly, Words, Wigs, Ragsp. 131
10. Learning by Heartp. 145
11. The Learning Pharmacyp. 157
12. Reading Educationp. 175
Prospectp. 185
Referencesp. 191
Author Indexp. 197
Subject Indexp. 199

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