Postmodern Education
Author: Stanley Aronowitz
Publisher: U of Minnesota Press
Published: 1991
Total Pages: 218
ISBN-13: 9781452900094
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Curriculum Development in the Postmodern Era
Author: Patrick Slattery
Publisher: Routledge
Published: 2013
Total Pages: 378
ISBN-13: 0415808561
DOWNLOAD EBOOKThe 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.
Postmodernism and Education
Author: Richard Edwards
Publisher: Routledge
Published: 2002-11-01
Total Pages: 449
ISBN-13: 1134851162
DOWNLOAD EBOOKIn this book, the authors explore and clarify the nature of postmodernism and provide a detailed introduction to key writers in the field such as Lacan Derrida Foucault Lyotard They examine the impact of this thinking upon contemporary theory and practice of education, concentrating particularly upon how postmodernist ideas challenge existing concepts, structures and hierarchies.
Art Education in a Postmodern World
Author: Tom Hardy
Publisher: Readings in Art and Design Education
Published: 2009
Total Pages: 0
ISBN-13: 9781841503028
DOWNLOAD EBOOKThis 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.
Implicit Pedagogy for Optimized Learning in Contemporary Education
Author: Vodopivec, Jurka Lepi?nik
Publisher: IGI Global
Published: 2018-08-31
Total Pages: 358
ISBN-13: 1522558004
DOWNLOAD EBOOKIn addition to the content prescribed by the official curriculum of any given educational establishment, students learn other information and skills outside of the intended and taught information (such as sharing, communication, and conflict-resolution). These learned skills, otherwise unaccounted for in the education process, can be considered as a part of a hidden or unwritten curriculum. Implicit Pedagogy for Optimized Learning in Contemporary Education is a pivotal reference source that provides vital research on the application of assessment methods for the evaluation of indirect and direct educational methods. While highlighting topics such as language development, teacher agency, and learning process, this publication explores hidden curricula as well as the methods of learning outside of the prescribed school curriculum. It is ideally designed for educators, administrators, students, and researchers seeking current research on the effect of hidden curricula on the education process.
After Postmodernism
Author: Richard Smith
Publisher: Routledge
Published: 2005-09-27
Total Pages: 266
ISBN-13: 1135718075
DOWNLOAD EBOOKThis work presents a set of thematic essays aimed at clarifying the educational problems and paradoxes of postmodern educational conditions and theory. The major concerns of the book are the possibility of achieving substantive political objectives and of theorising such possiblities. These concerns arise from a dissatisfaction with the organisational and political conditions of postmodern educational practice.; The seeming inability of academics to intervene in the public sector, especially in matters of equality, provides a driving force to the book. For individuals who care about the future of education and its role in social reconstruction, the pessimistic nature of postmodern theories of society and education is an additional impetus for the book.; All the chapters exemplify the issues that confront lecturers in contemporary university teacher education contexts. A notable feature of the book is a theme that current theorisation about education and society are historically outmoded and that the future lies in "post" postmodern theories.
Postmodern Art Education
Author: Arthur Efland
Publisher: National Art Education Association (NAEA)
Published: 1996
Total Pages: 0
ISBN-13: 9780937652893
DOWNLOAD EBOOK"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.
A Post-Modern Perspective on Curriculum
Author: William E. Doll Jr.
Publisher: Teachers College Press
Published: 1993
Total Pages: 321
ISBN-13: 0807774391
DOWNLOAD EBOOKDoll 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
Curriculum Development in the Postmodern Era
Author: Patrick Slattery
Publisher: Routledge
Published: 2012-12-06
Total Pages: 362
ISBN-13: 1136792058
DOWNLOAD EBOOKFirst Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.
What Comes After Postmodernism in Educational Theory?
Author: Michael A. Peters
Publisher: Routledge
Published: 2020-06-09
Total Pages: 677
ISBN-13: 1000051064
DOWNLOAD EBOOKMarking the fiftieth anniversary of the Educational Philosophy and Theory journal, this book brings together the work of over 200 international scholars, who seek to address the question: ‘What happened to postmodernism in educational theory after its alleged demise?’. Declarations of the death knell of postmodernism are now quite commonplace. Scholars in various disciples have suggested that, if anything, postmodernism is at an end and has been dead and buried for some time. An age dominated by playfulness, hybridity, relativism and the fragmentary self has given way to something else—as yet undefined. The lifecycle of postmodernism started with Derrida’s 1966 seminal paper ‘Structure, Sign and Play in the Discourse of the Human Sciences’; its peak years were 1973–1989; followed by uncertainty and reorientation in the 1990s; and the aftermath and beyond (McHale, 2015). What happened after 2001? This collection provides responses by over 200 scholars to this question who also focus on what comes after postmodernism in educational theory. This book was originally published as a special issue of the journal Educational Philosophy and Theory.
