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Postmodernism in Educational Theory: Education and the Politics of Human Resistance
 
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Postmodernism in Educational Theory: Education and the Politics of Human Resistance (Paperback)

by Dave Hill (Editor), Peter McLaren (Editor), Mike Cole (Editor), Glenn Rikowski (Editor)
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Product details

  • Paperback: 240 pages
  • Publisher: Tufnell Press (8 Sep 1999)
  • Language English
  • ISBN-10: 1872767818
  • ISBN-13: 978-1872767819
  • Product Dimensions: 20.8 x 14.8 x 1.4 cm
  • Average Customer Review: 5.0 out of 5 stars See all reviews (1 customer review)
  • Amazon.co.uk Sales Rank: 865,496 in Books (See Bestsellers in Books)

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    #53 in  Books > Society, Politics & Philosophy > Social Sciences > Cultural Studies > Postmodernism

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Synopsis
Postmodernism has become the orthodoxy in educational theory, particularly in feminist educational theory. It heralds the end of grand theories like Marxism and liberalism, scorning any notion of a united feminist challenge to patriarchy, of united anti-racist struggle and of united working-class movements against capitalist exploitation and oppression. For postmodernists, the world is fragmented, history is ended, and all struggles are local and particularistic. Written by leading and internationally renowned British and North American socialist and Marxist thinkers and activists, "Postmodernism in Educational Theory" poses a serious challenge to this postmodern orthodoxy. Authors critically examine the infusion of postmodernism and theories of postmodernity into educational theory, policy and research. In addition, issues such as social class, 'race' and racism, gender, education policy and policy analysis, youth, and capital and commodification are addressed.

From the Publisher
Contents
Postmodernism in Educational Theory: Education and the Politics of Human Resistance

Edited by Dave Hill, Peter McLaren, Mike Coleand Glenn Rikowski

with contributions from Michael W. Apple; Jenny Bourne; Ramin Farahmandpur; Ted Hankin; Jane Kelly; Michael Neary; Mike Sanders; and Geoff Whitty

Postmodernism has become the orthodoxy in educational theory, particularly in feminist educational theory. It heralds the end of grand theories like Marxism and liberalism, scorning any notion of a united feminist challenge to patriarchy, of united anti-racist struggle and of united working-class movements against capitalist exploitation and oppression. For postmodernists, the world is fragmented, history is ended, and all struggles are local and particularistic.

Written by leading and internationally renowned British and North American socialist and Marxist thinkers and activists, Postmodernism in Educational Theory poses a serious challenge to this postmodern orthodoxy. Authors critically examine the infusion of postmodernism and theories of postmodernity into educational theory, policy and research. In addition, issues such as social class, 'race' and racism, gender, education policy and policy analysis, youth, and capital and commodification are addressed. Writers in the book argue that despite the claims of self-styled 'postmodernists of resistance', postmodernism provides neither a viable educational politics, nor a foundation for effective radical educational practice. In place of postmodernism, the book outlines a 'politics of human resistance' which puts the challenge to capital(ism) and its attendant inequalities firmly on the agenda of educational theory, politics and practice.

Contents

Postmodernism in Educational Theory Glenn Rikowski and Peter McLaren

Structuring the Postmodern in Education Policy Michael W. Apple and Geoff Whitty

Into the Hands of Capital: the Deluge of Postmodernism and the Delusions of Resistance Postmodernism Mike Cole and Dave Hill

Education, Capital and the Transhuman Glenn Rikowski

Youth, Training and the Politics of 'Cool' Michael Neary

Education Theory and the Return to Class Analysis Mike Sanders, Dave Hill and Ted Hankin

Racism, Postmodernism and the Flight from Class Jenny Bourne

Postmodernism and Feminism: The Road to Nowhere. Jane Kelly

Critical Pedagogy, Postmodernism, and the Retreat from Class: Towards a Contraband Pedagogy Peter McLaren and Ramin Farahmandpur

Postmodernism Adieu: Towards a Politics of Human Resistance Peter McLaren, Dave Hill and Mike Cole

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1 of 1 people found the following review helpful:
5.0 out of 5 stars A brilliant collection that bids farewell to postmodernism., 15 Jun 2000
Don't be misled by the title. This book is about postmodernism in educational theory, but the clear intent of the contributors is to assign postmodrnism to the 'dust bin of history'. It's exciting to see this alliance of critical educators do the job so well. Quite simply, this is a brilliant book. Edited books should offer readers the opportunity to survey the thinking of an interesting collection of authors; and by pursuing a topic from a variety of perspectives, we should find a greater depth and breadth of analysis than we might find, or expect, from a single-author text. Far too often, however, edited volumes do not live up to this expectation, but this is not the case with 'Postmodernism in Educational Theory'. During the past decade, educational theory has been increasingly engulfed and dominated by postmodern theorising--a nihilistic and frivolous type of theorising that some may find entertaining, even stimulating, but, which has effectively stymied the energies of educators working for social change. It has been difficult for some of us to understand how something as barren as postmodernism could become such a dominant force. Therefore, I suspect this collection will come as a welcome relief to many in the field of education. In an interesting succession of chapters, written from a variety of perspectives, or concerns, the authors of this text show where postmodernism falls short, and they also offer the type of analysis that promises to bring critical education back on track. It is interesting and also inspirational to find some of the most well known socialist and Marxist educational theorists, from both sides of the Atlantic, joining forces to bid this emphatic and well argued farewell to postmodernism and also joining forces to give a collective voice to the revivification of critical education. Four of the ten chapters critique postmodern theory in general, even the often acclaimed approach known as 'resistance postmodernism'. Peter McLaren contributes to three of these co-authored chapters, joining Glenn Rikowski in the opening and excellent overview that sets the scene and tone of the whole book. Later Ramin Farahmandpur and McLaren critique postmodernism's retreat from class analysis, and in the final chapter Dave Hill, Mike Cole and McLaren brilliantly argue the case for moving beyond postmodernism and towards the type of Marxist educational theory that could bring life, purpose and direction back into the educational struggle against capitalist domination. Michael Apple and Geoff Whitty, who co-author the fourth of these general critiques, offer a more qualified and nuanced account of postmodernism's record. In between these general critiques of postmodernism, there are five excellent chapters that reflect critique and analysis at their very best. Glenn Rikowski's chapter exemplifies the type of analytical depth and precision on offer from a more 'open' and dialectical approach to Marxist theorising. Michael Neary's article on 'Youth' is excellent and goes a long way towards explaining how postmodernism rose to dominance during a particular conjuncture in capitalist history. Mike Sanders, Dave Hill and Ted Hankin remind readers of the importance of class analysis, and so too does Jenny Bourne's article on racism and postmodernism's 'flight' from class. This is one of the finest pieces of writing I've witnessed on this topic. Perhaps the most difficult task of all fell to Jane Kelly, as it is in the area of feminist educational theory that postmodernism has had the greatest impact. It is hard to imagine that a better critique could be written. Although the contributors main focus throughout is critique, the effect of this collection on the reader is far from negative. In fact, there is more hope, insight and depth of analysis here than I have come across in many years. I urge readers to buy, read and also use this book as a basis for discussion with students and colleagues. With it there is hope that before long we may be seeing a real turn towards the type of critical educational theorising that is so desperately needed to combat the neo-liberal policy assualt that has been regressively transforming state education, on both sides of the Atlantic, for well over a decade.
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