A01=Philip Wexler
A01=Richard Smith
academic labour studies
Australian Public Education
Author_Philip Wexler
Author_Richard Smith
Category=JBCC
Category=JN
Category=JNA
Category=JNK
Civil Society
Clever Country
Competency Based Education
critical pedagogy
Discursive Practices
economic
Economic Performativity
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
equality in schooling
Flexible Delivery Modes
Follow
foucaults
Hellenic Era
higher education policy
ideal
intellectuals
Materialist Feminism
Mechanized Petrification
Modern Disciplinary Power
Moral Careers
nomadic
Nomadic Intellectual
position
postmodern theory in teacher education
Poststructural Feminist
Poststructural Feminist Theorizations
Poststructural Feminists
Poststructuralist Pedagogy
Postwar
Power Knowledge Relations
qualitative educational research
rationalism
Reputational Work
situation
social reconstruction theory
speech
Stresses Biculturalism
structuralist
UK Benchmark
Untidy House
Violate
Product details
- ISBN 9780750704427
- Weight: 453g
- Dimensions: 156 x 234mm
- Publication Date: 16 Aug 1995
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
Secure
checkout
Fast Shipping
Easy returns
This work presents a set of thematic essays aimed at clarifying the educational problems and paradoxes of postmodern educational conditions and theory. The major concerns of the book are the possibility of achieving substantive political objectives and of theorising such possiblities. These concerns arise from a dissatisfaction with the organisational and political conditions of postmodern educational practice.; The seeming inability of academics to intervene in the public sector, especially in matters of equality, provides a driving force to the book. For individuals who care about the future of education and its role in social reconstruction, the pessimistic nature of postmodern theories of society and education is an additional impetus for the book.; All the chapters exemplify the issues that confront lecturers in contemporary university teacher education contexts. A notable feature of the book is a theme that current theorisation about education and society are historically outmoded and that the future lies in "post" postmodern theories.
