In this essay, we argue that teacher education is increasingly marginalizing the relevance of teacher subjectivity and recentering Whiteness, especially in its uptake of practice-based teacher education. Whereas teacher subjectivity has been pushed to the margins of recent conversations about teacher education--and has therefore narrowed our…

Discusses Kumashiro's (2001) "posts" perspectives (poststructuralism, postmodernism, and postcolonialism) in furthering an anti-oppressive education in the core disciplines, using a Foucauldian lens to examine Kumashiro's beliefs and providing an alternative means by which to move forward in enacting a "posts" classroom that is…

Illustrates how intelligibility works in postmodern educational research, discussing how postmodern critiques shift the meaning and significance of the concept of relativism. Explains how the concept can be interpreted in one way within a particular set of conditions and entirely reworked in another. Criticizes omissions in Constas' 1998 typology…

Critiques a commentary on an article that examined the "posts" perspectives (poststructuralism, postmodernism, and postcolonialism) in furthering an anti-oppressive education in the core disciplines, exploring three different ways to read the commentary (reading with insistence, reading for resistance, and reading beyond), and suggesting…

Compares the postmodernists' and transformationists' versions of interpretivism, in relation to epistemology, politics, and the ontology of the self. Sides with the transformationists and concludes that the differences between the two are overdrawn. (MMU)

Reviews the work of Joe L. Kincheloe, who extends postmodern political theory into the realm of cognitive theory when writing about children, intelligence, or workers. For Kincheloe, teaching, researching, and social justice are so intertwined as to be indistinguishable. (SLD)

Deciphers calls for clarity surrounding postmodern theory in education, examining Constas' 1998 article, "Deciphering Postmodern Educational Research." Highlights three problems with Constas' attempts to decipher postmodernism: attempts to enlighten postmodernism, lack of attention to the body of work on postmodernism and educational research, and…

In a response (in this issue of "Educational Researcher," p14-16) to this author's previous essay, "Rethinking Domination and Resistance: Challenging Postmodernism" ("Educational Researcher," Jan-Feb 2004), Samantha Caughlan argues that Aaron Schutz was incorrect in his description of the workings of oppression. In this article, Schutz responds to…

The National Research Council report, "Scientific Research in Education," claims to present an inclusive view of sciences in responding to federal attempts to legislate educational research. This article asserts that it narrowly defines science as positivism and methodology as quantitative, rejecting postmodernism and omitting other theories. Uses…

Marx's description of capitalism as a dark force that has become uncontrollable is very apt today, despite the fact that postmodernists have relegated Marxism to the status of failed aspirations. Discusses postmodernism, the postmodern promise, postmodern politics, the new social movements, hybridity and postmodern multiculturalism, postmodern…

The National Research Council report "Scientific Research in Education" claims to present an inclusive view of science as it responds to federal government attempts to legislate educational research. This author argues, however, that the report in fact narrowly defines "science" as positivism and "methodology" as quantitative. These definitions…

The emergence of postmodern ideas in the educational literature has complicated the field?s understandings of oppression and resistance. While important, this postmodern influence has been problematic in its tendency to stress the relatively nurturing forms of "pastoral" control generally experienced by the privileged. Such a focus can direct…

In his "Rethinking Domination and Resistance: Challenging Postmodernism" ("Educational Researcher," January-February, 2004), Aaron Schutz questioned what he saw as postmodernism's fascination with the workings of pastoral modes of control, a preoccupation that prevents postmodernists from locating and opposing the disciplinary controls experienced…

Describes and critiques recent changes in educational inquiry by outlining the themes and implications of the current interest in postmodernism. The focus is on changes in methodology, summative content, and disciplinary foundations. The relationship of these changes to educational research and the training of researchers is discussed. (SLD)

Recommends attending to students' perspectives in education, critiquing various recent attempts to listen to students, including constructivist and critical pedagogies, postmodern and poststructural feminisms, educational researchers' and social critics' work, and recent developments in medicine and law. Contextualizes two challenges of…