1st Edition

What Comes After Postmodernism in Educational Theory?

    400 Pages
    by Routledge

    400 Pages
    by Routledge

    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.

    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 Lazaroiu

    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 Les

    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 Mihaila

    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


    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.