ERIC Number: ED400416
Record Type: Non-Journal
Publication Date: 1993
Pedagogical Implications of Postmodernism in Adult Literacy.
The literature on postmodernism and education agrees on postmodernism's central features. It emphasizes heterogeneity, difference, plurality, and the fragmentary. It is unified in its critique of the Enlightenment's positions--totality, unity, representational and objective concepts of knowledge and truth. The pedagogy of Paulo Freire intersects with feminist postmodern pedagogy since both are grounded in a vision of justice and empowerment and based on political identification with subordinate and oppressed groups. Despite this commonality, feminists who are influenced by postmodern thought are skeptical of Freire's critical pedagogy. They have developed a discourse that questions dialogue, empowerment, and student voice and assert that, although dialogue and empowerment are fundamental elements of critical pedagogies, they are difficult to obtain when groups have a heterogeneous composition. Postmodernism has turned attention to the construction of dominant discourses and the necessity of challenging them. Educators need to assist learners in contesting the image of the illiterate adult. Connected to this is the issue of representation and creating spaces for learners to enter the conversations from which they are so often excluded because they are "other." The tendency, even among critical educators, to deny diversity among learners must be overcome so that educators begin to look at what literacy means to women. (Contains 43 references.) (YLB)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A