Literaturnachweis - Detailanzeige
| Autor/in | Qi, Jie |
|---|---|
| Titel | Postmodernism and Marxism: What Is Called into Question in the Educational Discourse? |
| Quelle | (1997), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Curriculum Development; Elementary Secondary Education; Higher Education; Knowledge Base for Teaching; Marxism; Postmodernism; Power Structure; Preservice Teacher Education; Teachers |
| Abstract | This paper examines the differences between Marxian/Gramscian educators and Foucauldian educators regarding school curriculum, teacher education, knowledge production, and other factors. Marxian/Gramscian educators view the school as continuing to reproduce unfair and unjust institutions and to assert that ideology shapes schooling. Foucauldian educators argue that the notion of schooling is contingently constructed and reconstructed by various technologies of power/knowledge. In the instance of school curriculum, Marxian/Gramscian educators question how the white majority dominates the contexts of curriculum distribution and minorities are excluded from curriculum planning. In contrast, Foucauldian educators question what knowledge is normalized or constructed in the curriculum planning and how people are included or excluded. In the discourse of teacher education, Marxian educators question how ideology shapes teachers, while Foucauldian educators look at how various knowledge productions constitute the notion of the teacher. (Contains 23 references.) (Author/SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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