Four modernist genres opposing the postmodern challenge in comparative education¶

Theory · All theories
Evidence · no claims cited

Description¶

In close reading of the selected texts, the author identifies four modernist positions that acknowledge or oppose the postmodern critique: Metanarratives of Reason, Emancipation and Progress; Rational Actor Gaming; Critical Modernist Appropriations; and Reflexive Modernity Adaptations. These sites are mapped and compared "according to how they choose to understand reality, and how they problematize practice," forming the modernist side of the debate field in Figure 3. Modernity theorists tend to situate the postmodern debate as internal to late modernity.

Design Implications¶

Context¶

Requirements¶

• Positions are typed by ontological stance and how practice is problematized

Constraints¶

• The author notes these characterizations derive from his own close reading and could be mapped differently by others

Target Learners¶

• comparative education scholars

Target Learning Objectives¶

• distinguishing modernist and postmodernist knowledge positions

Claims¶

Related Theories¶

• Five postmodern-favorable knowledge communities in comparative education discourse
• Social cartography as heterotopic mapping of perspectival difference
• Modernist responses to the postmodern challenge form three broad areas: orthodox, critical pedagogy, and performativity texts

Examples¶

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Key Sources¶

• Paulston, Rolland G. (1999). Comparative Education After Postmodernity: Occasional Paper Series. https://eric.ed.gov/?id=ED430912