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ERIC Number: ED430869
Record Type: RIE
Publication Date: 1998-Sep
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Mapping the Postmodernity Debate in Comparative Education Discourse. Occasional Paper Series.
Paulston, Rolland G.
This document defines the most important characteristic of postmodernism as an ontological shift from an essentialist view of one fixed reality to an anti-essentialist view where reality resists closure and consists of multiple diverse truths positioned amid continuous conflict. Five knowledge communities, based on postmodernist notions, and their advocates have made significant contributions to the field of comparative education. These contributory notions include: (1) postmodern deconstruction; (2) semiotic society; (3) radical alterity; (4) social Cartography; and (5) reflexive practitioners. After discussing each knowledge community and its chief educational advocates, the last position to be the most productive stance for comparative educators is proposed. It is suggested that reflexive practitioners are well positioned to compare and map multiple interpretations of social and educational life, and become cognizant of views from the margins. For this reason, reflexive practitioners may envision appropriate options for action and enlarge the scope of vision and diversity within the educational milieu. (Contains 55 footnotes.) (MM)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Pittsburgh Univ., PA. School of Education.
Note: Some pages may not reproduce clearly.