One of the main differences between the whole language position and the more traditional views lies in the epistemological base upon which whole language is rooted. Although whole language proponents may not have clearly put forth an epistemology upon which their views of reading acquisition and the reading process are based, still a careful…

This paper thematizes the significance of postmodernism for the teaching of values in public schools. It elucidates the challenge of postmodernism and develops constructive proposals in response to its significance for teaching values. The operative contention is that a critical engagement with the challenge of postmodernism provides an…

Explores the debate between positivist and postmodern points of view in science education. Historical and philosophical interpretations of the issues lead to the conclusion that science teacher education should look for neutral ground, stressing the best of various positions and emphasizing creativity in science. (SLD)

Examines the gap between modernist-based business education and postmodern business practices in the cultural industries (broadcasting, publishing, design, entertainment). Uses research results to demonstrate how cultural industries use reflexive modes of consumption and production. Suggests a need for a postmodern approach to business education.…

Considers the position of Franco-Ontarians studying to become French-medium teachers. They are a minority, subordinate to the English-speaking population, and in many ways subinordinate within the francophone community. Using contrasts between primary (home-based) and secondary discourses, and between teaching-as-apprenticeship and…

Discusses United States communication research as it emerged in the 1940s, the successor to propaganda analysis and tributary of modernization theory. Places it in the broader context mid-century American and European social thought. Compares these developments to the work of Hannah Arendt and of Emmanuel Levinas on the sense of difference and…

Argues that postmodern students are fundamentally different from the students who preceded them and must be taught differently. Suggests that current students demand relevance as opposed to theory. Offers suggestions for using business strategies to integrate postmodern students into the classroom. Contains 7 references. (NB)

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…

Explores the concept that an understanding of positioning within discursive practices can lead to an understanding of the social construction of self and difference. Presents a study that explored responses from two Year 11 (age 16) visual arts classes in two high schools within New South Wales, Australia. Includes references. (CMK)

Addresses the impact that postmodernism has had on the teaching of painting to artists who want to pursue a studio-oriented career in the visual arts. Provides a literature review pertinent to teaching art within higher education and discusses postmodern painting. Highlights the implications for teaching and research. Includes references. (CMK)

Examines television advertisements aimed at children outlining the implications for the classroom as well as art education as a field of study. Argues that the images presented in mass media offer a challenge to adults related to their childhood conceptions resulting from certain roles, such as teachers. (CMK)

Describes the disconcerting travails of the postmodern subject in the midst of today's boundary-violating, border-crossing, late capitalistic era. (HB)

Discusses the meaning of postmodernism. Describes it as a distrust of universal truths, a shift toward social fragmentation, and a recognition of the world's plurality. Explains how members of different groups can view similar phenomena differently. Examines social studies teachers' role in educating students about the many different possible ways…

Claims that contemporary artists in Western society are obsessed with their careers and fail to approach art as total human beings. Cites three instances in which the latter has happened. Recognizes the experiential nature of learning in studio art and argues that artists/teachers are obligated to ground students' art experiences in praxis. (KM)

Following a brief examination of postmodernism as an emerging framework of social life, this paper examines linkages among postmodern theory, bureaucracy, professional practice, and official documents. These elements are presented as interconnected, with each making demands and responding to one another. Such interactions constitute the framework…