What Comes After Postmodernism in Educational Theory?  book cover
1st Edition

What Comes After Postmodernism in Educational Theory?

ISBN 9780367897710
Published March 5, 2020 by Routledge
400 Pages

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Book Description

Marking 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.

Table of Contents

1. PESA President’s foreword for the EPAT 50th-anniversary issue

Tina (A. C.) Besley

2. Introduction: After postmodernism in educational theory? A collective writing experiment and thought survey

Michael A. Peters, Marek Tesar, and Liz Jackson

Postmodern Thinking

3. After postmodernism: retuning to the real

Michael Bonnett

4. Education and the hegemony of the rich

Kevin Williams

5. Wild and small

Charles Tocci

6. Modernity is back

Kristof K. P. Vanhoutte

7. The day after: education in the postmodernist fallout

Sharon Rider

8. Knowledge and politics

Elizabeth Rata

9. Had enough of experts?

Michael Gallagher

10. We have never been postmodern

Iain Thomson

11. After postmodernism: anti-fascist theories

Kathryn J. Strom

12. Independent educational theory

Doron Yosef-Hassidim

13. Education and theory returning to life itself

Keumjoong Hwang

14. Postmodernism in post-truth times

Kevin Kester

15. The legacy of postmodernism in educational theory

Mark Murphy

16. Not so fast: Why the linear proposition of an after?

Ana Cristina Zimmermann and Soraia Chung Saura

17. Poststructuralism, postmodernism or deconstruction? The future of metaphysics, philosophy and thinking in the field of education

Nick Peim

18. Earth comes after postmodernism

Clarence W. Joldersma

19. The discursive field of ‘after’ postmodernism in educational theory

Steven Camicia

20. Studying postmodernism

Tyson E. Lewis

21. After postmodernism, a renewed critical realism—and the implications for education

Mark Mason

22. Peter Boghossian—What comes after postmodernism?

Peter Boghossian and James Lindsay

23. Are we asking the right question? The problem with ‘afters’

Richard Edwards

Postmodern Politics

24. ‘Post-truth’: political death of the expert

John Clark

25. The spectral educationist

Chris Peers

26. Moral realism versus moral relativism in the postmodern myth

Jesse John Fleay

27. Metanarratives are doing just fine: a word or two from Asia

Jae Park

28. Postmodernity and its clowns

Johannes Drerup

29. The ‘post-post-modern’ era

Luke Strongman

30. What comes after postmodernism?

Peter Pericles Trifonas

31. The waning of postmodernism and the return of (a materialist) History

Jesse Bazzul

32. PoMo is dead. And we were late for cremation ceremony because we were doing something else

Engin Yurt

33. Knowledge ecologies after postmodernity

Ruth Irwin

34. Are we racing to the data-ism in education?

Hongbiao Yin

35. My Angelus Militans

Joff P. N. Bradley

36. Subject and justice: Žižek and Tiantai Buddhism Sevket

Benhur Oral

37. The philosophical consciousness of the interconnected universe

Xu Di

38. Postpostmodernism: a call to optimism

Laura D’Olimpio

39. The storm from paradise

Jon Nixon

40. Capital whisperers and POMOs

Georgina Murray

41. Thoughts about becoming a desired memory

P. Taylor Webb

42. Post-colorblindness; Or, racialized speech after symbolic racism

Zeus Leonardo and Ezekiel Dixon-Román

43. Recalibration of post modernism with earth in mind

Heesoon Bai, Muga Miyakawa, and Charles Scott

44. Postmodernism as an epistemological phenomenon

George Lăzăroiu

45. A transcending a single reality

Paul Gibbs

Postmodern Crossdisciplines

46. The dual-impulse of modernity

Ariel Sarid

47. Toward a new psychology

Jonathan Doner

48. What science means for postmodernist epistemology and the philosophy of education

Thaddeus Metz

49. Modern, postmodern, amodern

William P. Fisher Jr.

50. Learning Chinese visual culture in a transnational world

David Bell

51. The Postmodern Baby? Language-Historical Realism

Russell Hvolbek

52. After postmodernism in educational theory?

Manfred Man-fat Wu

53. Nostalgia and shrinkage: Philosophy and culture under post-postmodern conditions

Peter Strandbrink

54. Possibility spaces: Traversing and as educational theory

Anita Sinner

55. Postmodernism, science education and the slippery slope to the epistemic crisis

Renia Gasparatou

56. Post-humanism or posthuman-ism? A redemption and a hope

Guoping Zhao

57. ‘Neo’ is not enough: Theorizing and educating in a time of total renegotiation

Sean Blenkinsop

58. Do philosophers of education dare be inspired by forerunners such as Nietzsche? –Transformation of the mind towards an affirmative and generative awarenesss

Henriëtta Joosten

59. Education in virtual age

Asiye Toker Gokce

60. What comes after postmodernism?—Material making, creative production and artistic figuration as ways to re-organize pedagogical culture

Rikke Platz Cortsen and Anne Mette W. Nielsen

61. Physical education—educating bodies after postmodernism?

Håkan Larsson

62. Out of focus: modernism and the educational meta-challenge

Spyridon Stelios

Non-Western Postmodernism

63. From post-modernism to modernity again. From modernity to a paradigm shift

Albert Ferrer

64. The death of postmodernism in indigenous educational theory

Georgina Stewart

65. African philosophies of education re-imagined: Looking beyond postmodernism

Yusef Waghid

66. On the problematique of decolonisation as a post-colonial endeavour

Nuraan Davids

67. After postmodernism: Working woke in the neoliberal era

D. Edward Boucher and Christine Clark

68. Confucian philosophy: After postmodernism

Jinhua Song

69. The paradox of post-postmodernism

Seungho Moon

70. The emergence of moral bliss

Hsin-Chi Ko

71. A Daoist perspective: An opportunity after postmodernism

Wilma J. Maki

72. What comes after postmodernism and how this will affect educational theory? – From a Chinese Taoist perspective

Fan Yang

73. Postmodern education and the challenges facing Chinese postmodern scholars

Wang Chengbing

Postmodern Critiques

74. Isn’t it ironic? No, it’s not: Postmodernism’s coincidental scepticism

Dustin Hellberg

75. At the wake, or the return of metaphysics

Johan Dahlbeck

76. Overcoming the New Stupidity

Steven L. Goldman

77. Integral education within metamodernism

Jody S. Piro

78. After postmodernism: A dialogical paradigm

Cheu-jey Lee

79. We need not take sides, we need not guess what will come next

Zvi Bekerman

80. Albert Camus and the lifecycle of postmodernism

Aidan Hobson

81. The ghost of realism hunts postmodernism

Khosrwo Bagheri Noaparast

82. Educational theory the day after postmodernism

Anna Kouppanou

83. Ethic authorial dialogism as a candidate for post-postmodernism

Eugene Matusov

84. Postmodernism: Memory and oblivion

Ruyu Hung

85. The age of the educational philosophy of shared doctrine

Chi-Ying Chien

86. Seeking wisdom after postmodernism: Back to Plato

Christopher Coney

87. Practical reason and a dialogical attitude after postmodernity

Ignacio Serrano del Pozo

88. What can beliefs do? Ethics education and authenticity after postmodernism

Karl Kitching

89. Has postmodernism the potential to reshape educational research and practice?

Gheorghe H. Popescu

90. Postmodernism pace postmodernity?

Ian Leask

91. Beyond Mo and PoMo: trans-education for living well in a sustainable world

Marina García-Carmona and Fernando García-Quero

Postmodern Legacies

92. Spectral post(s)

Nesta Devine

93. Comparativism

Jean Pierre Elonga Mboyo

94. Postmodernism in education: Blessing or curse?

Terence Lovat

95. After postmodernism in Educational (Philosophy and) Theory

Bruce Haynes

96. The open and the global: Postmodernism and its legacy

Jonas Holst

97. Elephants and riders in the postmodern era

Stephanie Chitpin

98. Why not going back to modernity after postmodernity? Revisiting the thought of Jean-Jacques Rousseau

Gustavo Araújo Batista

99. The legacy of postmodernism in popular thought and the emergence of "Inter/trans relational" -isms in educational theory

Joseph Levitan

100. Dwelling in the not-yet. Education as embodied paradox

Vasco d’Agnese

101. After postmodernism: Asking the right question

Joris Vlieghe and Piotr Zamojski

102. Fiction and learning realities after postmodernism

Viktor Johansson

103. Sapere aude revisited and revised

Anders Buch and Joakim Juhl

104. Hegemony or philosophy? On the legacy of postmodernism

Hektor K. T. Yan

105. The potential of Spinoza’s not-yet for educational theory

Margaret Walshaw

106. Interpretative judgements and educational assessment

Patrick Aidan Williams

107. From the postmodern to the ecological

Mark Featherstone

108. The era after postmodernism – time to retrospect humanism

Hongyun Wu

109. Is Pomo dead?

Tanja Mansfeld

110. Paradigms of education research

Tien-Hui Chiang

Postmodern Education

111. Identity performativity and precarity

Jenna Nelson

112. Out with the old, in with the digital

Matthew Metzgar

113. Multidimensional thinking in a digimodernist world

Chi-Ming Lam

114. Back to praxis—On reviving the commitment to the transformation of educational reality in practice

Boaz Tsabar

115. Before, now and after

Marianna Papastephanou

116. Post-postmodernism and the problem of dissonance in Educational Theory

Tomasz Leś

117. Dialogue in critical times

Alan Cottey

118. Education for modest enlightenment

Eran Gusacov

119. The University after postmodernism: An ecological approach

Ronald Barnett

120. After postmodernism: meaning of life and education

Iddo Landau

121. The alien university

Søren S.E. Bengtsen

122. Postmodern communism: An educational constellation

Derek R. Ford

123. The need for Po-Mo in educational theory is greater than ever

Marilyn Fleer

124. DOA: Is the ‘new’ still alive?

Gerald Argenton

125. Nietzsche and Heidegger: PoPoMo philosophers avant la letter

Charles C. Verharen

126. What comes after post/modern peace education?

Hilary Cremin

127. Beyond modernism and postmodernism in educational theory and practice: A marriage of grounds

John Quay

128. The politics after postmodernism begins with the political economy of our own work

John Willinsky

129. After postmodernism … let’s talk about education

Gert Biesta

130. Education in the era of transit

Tetiana Matusevych

131. Disruption of the individual’s relationship with the state as a problem of collective intelligence

Richard Heraud

132. Thinking about learning in apocalyptic times

Georgina Stewart

133. The ascendance of postmodernism in the educational sphere

Ramona Mihăilă

Postmodern New Ontologies

134. My ordinary r/evolutions

Anne B. Reinertsen

135. After postmodernism in educational theory?

Andrew Stables

136. After history; after postmodernism?

David Lundie

137. Playing with come: a perverse response

Adam J. Greteman

138. Postmodernism is not dead

Elizabeth Adams St. Pierre

139. The nuances of posthumanism

Jennifer Charteris

140. Through a portal and finding remnants: An incomplete report

John A. Weaver

141. Beauty’s radical

Maya Pindyck

142. Versions-to-come

Susan Naomi Nordstrom

143. Anthropocene’s time

Margaret Somerville

144. A philosophy not of paper (y Buen Vivir)

Jasmine Brooke Ulmer

145. Living and thinking the event

Maria Tamboukou

146. After postmodernism comes …bridging between deconstruction and (re)construction in educational theory and practice

Tine Lynfort Jensen

147. The return of the untimely: Renaming strange time

Zofia Zaliwska

148. A (re)turn to realism(s)

Lesley Le Grange

149. After the ‘post’: anthropocenes

Iris Duhn

150. Essentializing postmodernity

Thomas Aastrup Rømer

151. Keeping the question ‘what comes after postmodernism?’ open

Karin Murris

152. What new sensibility, configuration or ‘dominant’ logic now for educational theory?

Patti Lather

Postmodern Theory

153. Education [After Êduco]

Mark Jackson

154. After postmodernism, technologism

Raya A. Jones

155. Mourning postmodernism in educational theory

Michalinos Zembylas

156. If pragmatism ever arrives

Jim Garrison

157. Play, puerilism, and post-modernism

W. John Morgan

158. What comes after postmodernism? Going fishing

Barbara J. Thayer-Bacon

159. Modernity, postmodernity, hypermodernity and the ever uncertain (educational) future

Manuel Ferraz-Lorenzo

160. An argument for what comes after postmodernism, and perhaps all future -isms

Haroldo A. Fontaine

161. The aesthetics of cyber-(post-)modernism

Gerold Necker

162. Postmodernism—know thyself

Nigel Tubbs

163. What? Comes after postmodernism

Itay Snir

164. Postmodern as secularization in philosophy of education

Leena Kakkori

165. Education towards a new modernity

Christoph Teschers

166. Educational theory without labels

Clinton Golding

167. Bringing space to the fore: Beyond postmodernism to interrogating fundamental malleable spatial preconditions for language and experience

Paul Downes

168. After postmodernism in educational theory?

Rupert Higham

169. Tolls

Maria O’Connor

170. Toward high entropy

Leander Penaso Marquez

171. Realism after postmodernism

Brian D. Haig

172. After postmodernism in educational theory?

Jan Jagodzinski

173. The postsecular moment in education: toward pedagogies of difference

Hanan A. Alexander

174. The social concretisation of educational postmodernism

Elvira Nica

175. Conclusion

Michael A. Peters, Marek Tesar, and Liz Jackson

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Michael A. Peters is Distinguished Professor of Education at Beijing Normal University and Emeritus Professor at the University of Illinois. He is the Executive Editor of the journal Educational Philosophy and Theory. His interests are in education, philosophy and social policy, and he is the author of over 100 books, including The Chinese Dream: Educating the Future (2019), Wittgenstein, Education and Rationality (2020) and Wittgenstein: Antifoundationalism, Technoscience and Education (2020).

Marek Tesar is Associate Dean International and an Associate Professor at the Faculty of Education and Social Work, University of Auckland. His current scholarship is in childhood studies and early childhood education. His work focuses on educational policy, philosophy, pedagogy, methodology and curriculum, and draws on his background as a qualified teacher as well as his extensive knowledge of international education systems.

Liz Jackson is Associate Professor and the Director of the Comparative Education Research Centre at the Faculty of Education at the University of Hong Kong. She is also the President of the Philosophy of Education Society of Australasia. She is the author of Muslims and Islam in U.S. Education: Reconsidering Multiculturalism (2014) and Questioning Allegiance: Resituating Civic Education (2019). She is currently working on a third book entitled Against Virtue: The Politics of Educating Emotions.

Tina Besley is Distinguished Professor in the Faculty of Education, Beijing Normal University. She is Founding President of the Association for Visual Pedagogies (AVP) and Immediate Past President of Philosophy of Education Society of Australasia (PESA). She has published over 12 books and many articles and is deputy editor of Educational Philosophy and Theory, the Video Journal of Education and Pedagogy and an associate editor for the Beijing International Review of Education. She works closely with Professor Michael A. Peters and with a wide international network of scholars.