The 'postmodern condition, ' in which instrumentalism usurps all
other considerations, has produced a kind of intellectual paralysis
in the world of education. It is difficult to take issue with such
shibboleths of our time as 'standards', 'effectiveness' or
'quality', or the transmission of a nation's 'heritage', yet many
people sense that important values are being lost as the education
systems of the developed world increasingly devote themselves to
managerialism and 'performativity', the quest for efficiency and
effectiveness that can be quantified.
This book shows how a sustained and telling critique of current
educational policy and practice can be developed from the writings
of such postmodern thinkers as Lyotard, Derrida, Foucault, and
Lacan. These thinkers show us new directions, making what has
become over-familiar in education seem strange, and they shake us
out of established ways of thinking and writing. The book reveals
how very different certain aspects of education--for instance,
literacy, moral education (in the home as well as the school),
curriculum policy and planning--look in the light of these ideas.
The book makes many of the central ideas of postmodern theory
accessible by demonstrating their relevance to familiar aspects of
the practice of education.
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