POSTMODERN TRANSFORMATIONS - PowerPoint PPT Presentation

1 / 35
About This Presentation
Title:

POSTMODERN TRANSFORMATIONS

Description:

A reaction against enlightenment/modernism and. the search for absolute truth. ... Modernism vehicle for oppression and domination. Why is postmodernism. happening? ... – PowerPoint PPT presentation

Number of Views:164
Avg rating:3.0/5.0
Slides: 36
Provided by: McAule
Category:

less

Transcript and Presenter's Notes

Title: POSTMODERN TRANSFORMATIONS


1
POSTMODERN TRANSFORMATIONS
Kari Winer
2
What is a Postmodern Perspective?
  • There is no single reality Challenges
    science
  • Challenges binary opposition
  • Male / female
  • Black / white
  • Gay / straight
  • Order / disorder
  • Nature / culture
  • Rational / irrational

3
Why is postmodernismhappening?
  • A reaction against enlightenment/modernism
    and the search for absolute truth. Whose
    absolute truth? Hitler and Stalin ultimate
    seekers of the absolute truth. Dominance of
    the USA and research in developmental psychology
    is rejected. Modernism vehicle for oppression
    and domination.

4
MODERNITY V POSTMODERNITY
  • Modernity power
  • Liberty, equality, brotherhood (for white
    males)
  • Universalism, uniformity
  • Progress through science
  • Postmodern ethicsLiberty, diversity,
    tolerance (for all)No absolute
    truth/knowledgeSocial and individual diversity,
    complexity,uncertainty, creativitySocially
    constructed world

5
Rejection?
  • We do not need to reject modernity and the
  • enlightenment.
  • We must not ignore the possibilities of
    thesemovements.
  • There are shared concerns.

6
Where does Postmodern thinkingcome from?
  • Michael Foucault a French philosopher.
  • Interested in the ethics of discipline andpower.
  • Disciplinary power seen to shape us as we
  • conform and take up binary positions aseither
    powerful or passive.
  • Believes society behaves without thinking
    critically about what they are being asked
    todo.

7
Knowledge
  • Provides techniques for normalising suchas
    surveillance, measurement,categorization,
    regulation and evaluation.
  • Through this knowledge we categoriseourselves
    and take up discourses of truth.
  • These discourses regulate our experiencesof the
    world, we see them as truth and theright
    thing to do.
  • Concepts and classifications shape ourthinking.

8
Power
  • To become powerful individuals must learn
  • how not to be governed so much.
  • Individuals need to challenge dominant
  • discourses.
  • Foucault calls this care of self.

9
Implications for Pedagogy
  • Move from voice of pedagogue as authority.
  • Move away from question-answer
    wherepedagogue only listens for correct
    answer.(See overhead).
  • This type of exchange shows how very poorand
    helpless a child appears.
  • Child to be filled with knowledge but
    notchallenged.

10
Pedagogy in PostmodernConditions
  • The potential of a
  • child is stunted when
  • the end point of their
  • learning is formulated
  • in advance.
  • (Rinaldi, 1993104)

11
Implications for Childhood
  • Postmodern thinking has led to a rejectionof the
    dominant discourse on developmentalpsychology.
  • Instead of this Anglo-American deficitmodel of
    childhood, children are seen aspowerful
    co-constructors of culture andknowledge.
  • Classificatory practices are rejected
    asdiscriminatory and the effect of
    dominantdiscourses on power.

12
Taking a Postmodern perspective means we no
longer fall back on universal knowledge
13
We no longer determine childrens development
in terms of predetermined categories
14
  • We try to see andunderstand what is goingon in
    the pedagogicalwork and what the child is
    capable of without anypredeterminedexpectations
    and norms.
  • (photo from RapunzelsSupermarket, Kolbe 2001)

15
  • Knowledge isunderstood asreflecting
    andcorresponding tothe world

16
  • Children formand shape theirownunderstandingof
    the world,knowledge, aswell as identityand
    lifestyle.

17
  • Knowledge,identity and cultureare constituted
    andreconstituted inrelation to others they
    are co-constructed.

18
Reggio Emilia
19
In Reggio schools children are seen as powerful,
competent co-constructors of knowledge
20
Understanding how knowledge isconstructed
  • What engages these children the most?
  • What kinds of theories do these childrenhave?
  • How can I challenge these theories?
  • How is it possible to extend the
    learningprocess?
  • How should work continue?

21
(No Transcript)
22
(No Transcript)
23
(No Transcript)
24
(No Transcript)
25
(No Transcript)
26
(No Transcript)
27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
  • The Postmodern child is a co-constructor
    ofknowledge, identity and culture.
Write a Comment
User Comments (0)
About PowerShow.com