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EA 027 414 After Postmodernism: Education, Politics and the Falmer DOCUMENT RESUME ED 393 166 EA 027 414 AUTHOR Smith, Richard, Ed.; Wexler, Philip, Ed. TITLE After Postmodernism: Education, Politics and Identity. Knowledge, Identity and School Life Series: 3. REPORT NO ISBN-0-7507-0442-X PUB DATE 95 NOTE 256p. AVAILABLEFROM The Falmer Press, Taylor & Francis, Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007 (paperback: ISBN-0-7507-0442-X; hardback: ISBN-0-7507-0441-1). PUB TYPE Collected Works General (020) Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS *Capitalism; Critical Theory;Economics; *Educational Change; *EducationalSociology; Elementary Secondary Education; Feminism;Higher Education; Instructional Innovation; Politicsof Education; *Power Structure; Social Theories IDENTIFIERS *Postmodernism ABSTRACT The chapters in this book originated in an invited seminar at the Griffith University Gold Coast (Australia) campus on the occasion of a visit by Philip Wexler in December 1993. The seminar explored ways and means of transcending a postmodernist analysis of education. Although the examples are predominantly Australian, the issues are international. The major themes of the book include the theoretical implications of a refusal to abandon universals and the justification for intervening in educational policy; the efficacy of different kinds of interventions and what a theoretically driven action agenda might be; and dealing with the new range of inequalities which are consequences of postmodern transformations at both the institutional and existential levels. Following the prologue by Richard Smith, Part 1, entitled "Theory of Education," is comprised of the following four chapters: (1) "Liberalism, Postmodernism, Critical Theory and Politics" (Robert Young);(2) "Fading Poststructuralisms: Post-Ford, Posthuman, Posteducation?" (John Knight);(3) "Having a Postmodernist Turn or Postmodernist 'Angst': A Disorder Experienced by an Author Who Is Not Yet Dead or Even Close to It" (Jane Kenway); and (4) "After Postmodernism: A New Age Social Theory in Education" (Philip Wexler). Chapters in the second part, "Pedagogy," include:(5) "Getting Our Hands Dirty: Provisional Politics in Postmodern Conditions" (Allan Luke); (6) "Foucault's Poststructuralism and Observational Education Research: A Study of Power Relations" (Jennifer M. Gore); and (7) "Keeping an Untidy House: A Disjointed Paper About Academic Space, Work and Bodies" (Wendy Morgan and Erica McWilliam). The chapters in .part 3, "Identity," include: (8) "Stories In and Out of Class: Knowledge, Identity and Schooling" (Lindsay Fitzclarence, Bill Green, and Chris Bigum);(9) "Corporatism, Self and Identity Withia Moral Orders: Prestructuralist Reconsiderations of a Poststructuralist Paradox" (Robert Funnell); and (10) "Voicing the 'Other,' Speaking for the 'Self,' Disrupting the Metana.ilatives of Educational Theorizing with Poststructural Feminisms" (Parlo Singh) .Part 4, entitled "Politics," is comprised of the following three chapters: (11) "Educational Intellectuals and Corporate Politics" (James G. Ladwig);(12) "Academic Work Intensification: Beyond Postmodernism" (Richard Smith and Judyth Sachs); and (13) "Epilogue: From the Inside Out" (Philip Wexler). References accompany each chapter. An index is ded. LMI U S DEPARTMENT OF EDUCATION Office el Eoucrfionai Research a^0 impicii.ement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC 1314.rrsdocument has been reproduced as receied Irom the person iv organization G iginating it 0 Minor changes have been made to improve reproduction Qualith Points ni PW opinior, ,hi, document do not necessarily represent official OERI positron or policy 'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) After Postmodernism Knowledge, Identity and School Life Series Editors: Professor Philip Wexler, Graduate School of Education and Human Development. University of Rochester, New York, NY 14627, USA and Professor Ivor Goodson, Faculty of Education. University of Western Ontario, Canada. 1 Becoming Somebody: Toward a Social Psychology of School Philip Wexler with the assistance of Warren Crichlow, June Kern and Rebecca Marlusewicz Knowledge in Motion: Space. Time and Curriculum in Undergraduate Ph.,ics and Management Jan Nespor .". 3 After Postmodernism: Education, Politics and Identity Edited by Richard Smith and Philip 11:i Aler Knowledge, Identity and School Life Series. 3 After Postmodernism: Education, Politics and Identity Edited by Richard Smith and Philip Wexler The Falmer Press (A member of the Taylor & Francis Group) LondonWashington, D.C. UK The Falmer Press, 4 John Street, London WC IN 2ET USA Ihe Falmer Press, Taylor & Franiis 1900 Frost Road, Suite 101, Bristol, PA 19007 R. Smith and P. Wexler, 1995 Allrights roermd. No partof this publication may be reproduced, stored in a retrieval system, or transmitted inany formor by any means, electronu, mechanical, photocopying, recosding or otherwise, without permission inwrit- ingfrom the Publisher. First published in 1995 A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data are available on request ISBN 0 7507 04411 cased ISBN 0 7507 0442 X paper Jacket design by Caroline Archer Typeset in 10/12 pt Bembo by Graphicraft Typesetters Ltd., Hong Kong. Printed in Great Britain by Burgess Science Press, Basinvtoke on paper which has a specified pH value on final paper manufacture nf not less than 7 5 and is therefi,re 'acid frre' Acknowledgments vii Prologue Richard Smith Part ITheory of Education 11 1 Liberalism, Postmo'ernism, Critical Theory and P,Ilitics 13 Robert Young 2 Fading Poststructuralisms: Post-Ford, Posthuman, Posteducation? 23 John Knight 3Having a Postrnodernist Turn or Postmodernist Angst: A Disorder Experienced by an Author Who is Not Yet Dead or Even Close to It 36 Jane Kenway 4After Postmociernism: A New Age Social Theory in Education 56 Philip Wexler Part 2Pedagogy 81 5 Getting Our Hands Dirty: Provisional Politics in Postmodern Conditions 83 Allan Luke' 6 Foucault's Poststructuralism and Observational Education Research: A Study of Power Relations 98 Jennifer M. Gore 7 Keeping an Untidy House: A Disjointed Paper About Academic Space, Work and Bodies 112 Wendy Morgan and Erica McWilliam Contents Part 3Identity 129 8 Stones In and Out of Class Knowledge, Identity and Schooling 131 Lindsay Fitzclarence, Bill Green and Chris Bigunt 9Corporatism, Self and Identity Within Moral Orders: Prestructuralist Reconsiderations of a Poststructuralist Paradox 156 Robert Funnel! 10Voicing the 'Other'. Speaking for the 'Self', Disrupting the Metanarratives of Educational Theorizing with Poststructural Ferninisms 182 Parlo Singh Part 4Politics 207 11 Educational Intellectuals ;Ind Corporate Politics 209 James G. Ladwig 12Academic Work Intens,fication: Beyond Postmodernism Richard Smith and Judyth Sachs 13 Epilogue: From The Inside Out 24 I Philip Wexler Index 246 Acknowledgments Planning, organizational and social skills for the seminarat Griffith University Gold Coast were provided by Ms Fiona Howroyd, who also ensuredthat participants' scripts were distributed in advance. Fiona's assistance in linking Phil Wexler and Richard Smith by the usual technologies and herwork as Assistant Editor is also acknowledged. Prologue Richard Smith In the introduction to his 1988 edited collectionUniversal Abandon?,Andrew Ross pointed out that postmodern criticism arises from particular social and political conditions. Postmodern politics are framed as a politics of difference in which voices from the margins have challenged the hitherto accepted dom- inance of heroic white western male actors and universal theorizing. At the same time, welfare capitalism has been 'revealed as a social vision with only limited, and not universal, applications.' In cultural and social analysis, these two currents have been realized, not only in a retreat from neo-marxist and 'critical' theorizing, but also as an exploration of ways to apprehend and discuss contemporary conditions. The 'new times' clearly need new ways to under- stand, and act on, new social forms and manifestations of older politics. Nowhere is this complex of contradictory conditions more evident than in education. Whereas Bernstein (1990. p. 88) refers to the shift of state regu- lation from the economy to symbolic control in a wider process of transition to a 'communications' age, 'which appears to be taking place', our view is that the shift has long since occurred. Everywhere education systems have been organizationally restructured and turned to the purposes of international capi- talism. In the Australian context for example, corporatist politics have had major effects on the relations between capital and labour so that the union movement is irrevocably implicated in micro-economic reform, especially industrial matters. The former boundaries between the business and the public- education sector have long since disappeared as resource restrictions encour- age education systems, teachers, academics and institutions to seek substantial funding beyond the public sector. The communications revolution spanning technologies such as the intF!rnet, multimedia, satellite video, cable TV, flexible delivery modes and so on has already had an impact on education management discourse and, as this lan- guage is altered, so too are traditional patterns of school and university life. In every part of the education sector, plans have been
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