Postmodern Education PDF Download

Author: Stanley Aronowitz
Publisher: U of Minnesota Press
ISBN: 9781452900094
Category : Education
Languages : en
Pages : 218

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Author: Patrick Slattery
Publisher: Routledge
ISBN: 0415808561
Category : Education
Languages : en
Pages : 378

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The 3rd edition of this introduction to and analysis of contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies brings readers up to date on the major research themes within the historical development of the field.

Author: Tom Hardy
Publisher: Readings in Art and Design Education
ISBN: 9781841503028
Category : Art
Languages : en
Pages : 0

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Book Description
This volume presents a series of papers concerned with the interrelations between the postmodern and the present state of art and design education. Spanning a range of thematic concerns, the book reflects upon existing practice and articulates revolutionary prospects potentially viable through a shift in educative thinking. Many of the essays pinpoint the stagnancy of teaching methods today and discuss the reductive parameters enforced by the current curriculum. The radical tone that echoes through the entire series of papers is unmistakable. Throughout the book, postmodern theory informs the polemical debate concerning new directions in educative practice. Contributors shed new light on a postmodern view of art in education with emphasis upon difference, plurality and independence of mind. Ultimately, the paper provides a detailed insight into the various concepts that shape and drive the contemporary art world and expands the debate regarding the impression of postmodern thinking in art education.

Author: William E. Doll Jr.
Publisher: Teachers College Press
ISBN: 0807774391
Category : Education
Languages : en
Pages : 349

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Book Description
Doll draws relationships among the ideas advanced in chaos theory, Piagetian epistemology, cognitive theory, and the work of Dewey and Whitehead. In this book on the post-modern perspective on the curriculum, the author asserts that the post-modern model of organic change is not necessarily linear, uniform, measured and determined, but is one of emergence and growth, made possible by interaction, transaction, disequilibrium and consequent equilibrium. Transformation, not a set course, the book argues, should be the rule, and open-endedness is an essential feature of the post-modern framework. In the book, the author envisages a curriculum in which the teacher's role is not causal, but transformative. The curriculum is not the race course, but the journey itself; metaphors can be more useful than logic in generating dialogue in the community; and educative purpose, planning and evaluation is flexible and focused on process, not product. “Scholarly, yet direct and to the point, [Doll’s] ideas make sense to front line educators in the real world of today’s schools.” —Kenneth Graham, Seaford Union Free School District

Author: Arthur Efland
Publisher: National Art Education Association (NAEA)
ISBN: 9780937652893
Category : Art
Languages : en
Pages : 0

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"This book contains detailed examinations of multiculturalism, modernism, and cultural theory, with numerous illustrations for the postmodern art curricula, and contains a series of K-12 classroom portrayals illustrating curriculum activities. The text deals with the postmodern art curriculum for all levels-pre-school through university ... also provides characteristics of a postmodern curriculum and suggests implications for practice including sample lessons at elementary and secondary levels"--Http://www.naea-reston.org/publications-list.html.

Author: William H. Wisner
Publisher: McFarland
ISBN: 9780786407958
Category : Language Arts & Disciplines
Languages : en
Pages : 138

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Once upon a time, looking for a book in the library involved an ancient mechanism called the card catalog. Now, most card catalogs are gone forever and patrons gaze at computer screens. As electronic technology becomes more pervasive, or invasive, librarians and library users continue to be embroiled in the controversy over the function of a library and its staff. As "knowledge" loses ground to "information" and techware pre-empts book budgets, library collections are "purged" and reference librarians find their role diminished—except to put more paper in the printer (to serve the voracious wood-pulp appetite of the new paperless society). The essays in this book analyze the complex issues surrounding the postmodern library and its increasingly impersonal nature, as the librarian at its center is more and more frequently marginalized. The insights and observations, both practical and thoughtful are those of a practicing librarian. An annotated bibliography guides the reader to additional important articles and books that explore the future of the library and the role of technology.

Author: Kenneth Wain
Publisher: Peter Lang
ISBN: 9780820468365
Category : Education
Languages : en
Pages : 388

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Book Description
Lifelong learning has become a key concern as the focus of educational policy has shifted from mass schooling toward the learning society. The shift started in the mid 1960s and early 1970s under the impetus of a group of writers and adult educators, gravitating around UNESCO, with a humanist philosophy and a leftist agenda. The vocabulary of that movement was appropriated in the 1990s by other interests with a very different performativist agenda emphasizing effectiveness and economic outcomes. This change of interest, described in the book, has signified the death of education. The Learning Society in a Postmodern World explores different theoretical resources to respond to this situation, mainly those that propose some restoration of an educated public or, to the contrary, individual self-creation, and uses the works of a broad range of philosophers and thinkers - notably MacIntyre, Habermas, Foucault, Derrida, Rorty, and Baudrillard. In addition, it raises important questions about postmodern and poststructuralist responses to education in the postmodern world. Its comprehensiveness and historical background make it an essential textbook for theoretical courses in lifelong learning and in educational theory in general. A broad range of interests and subject matter make it important reading for educators, policy specialists, media specialists, researchers on the subject of lifelong learning and on the relation between education and the postmodern world, political theorists, philosophers, and philosophers of education.

Author: Parker, Stuart
Publisher: McGraw-Hill Education (UK)
ISBN: 0335195857
Category : Education
Languages : en
Pages : 194

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Book Description
"A well written and stimulating excursion into postmodern education. Parker's challenge to critical educational theory can, in the long run, only help the left rethink and deepen its political project." - Peter McLaren, University of California, Los Angeles. This is a book about two stories of education. In one story there is a vocabulary of means, efficiency, bureaucracy, inspection and science; in the other, one of autonomy, democracy, emancipation and action research. One is the story of positivist managerialist approaches to education, the other is the story of reflective teaching. This book displaces both of these stories. By applying the techniques of deconstruction, Stuart Parker overturns the assumptions common to both of these positions and, in doing so, jettisons some widely cherished beliefs about education, autonomy and rationality. Moving beyond current debates, this book articulates a new manifesto for education in postmodernity and highlights the implications for educational practices and institutions.

Author: Vincent B. Leitch
Publisher: SUNY Press
ISBN: 9780791430101
Category : Philosophy
Languages : en
Pages : 224

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Book Description
Offers readable case studies in postmodern economics, philosophy, literary criticism, feminism, pedagogy, poetry, painting, historiography, and cultural studies, showing disorganization as characteristic of postmodern times.

Author: Mariam John Meynert
Publisher: Cambridge Scholars Publishing
ISBN: 1443886203
Category : Education
Languages : en
Pages : 218

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Book Description
In the last fifty years, a debate between modernism and postmodernism has surfaced within the social sciences. Epistemologically, there has been a shift away from the concept of a “found” world, “out there,” objective, knowable and factual, towards a concept of “constructed” worlds, thus problematizing postulates based upon the autonomous, stable, unified, coherent and integrated subject capable of rational action, and opening up spaces for a new understanding of subjectivity based on provisionality and contingency. From the ashes of these tendencies for fragmentation have arisen the new sociology of childhood and new directions in pedagogy and research, creating spaces for constructing notions of children and childhood. The emergent child has an active agency, allowing the construction of a more dynamic child, located in a multiplicity of domains, opening up spaces for more flexible pedagogies and new sensibilities in educational research. Originating from a critical reading of texts in the area of childhood, pedagogy and educational research within the modern and the postmodern, this book extracts, appropriates and integrates parallel, but socially constructed, discourses across disciplines such as the sociology of childhood, the sociology of knowledge and the sociology of education. The book constructs conceptions of childhood both historically and within the modernist/postmodernist paradigm, and documents the implications of the paradigmatic shift from modernity to postmodernity for the study of childhood, as well as pedagogical practices and educational research.