Teachers of composition are modernists because the teaching of composition has been, and continues to be, a modernist enterprise in American colleges and universities. The question explored in this paper is, why? Why do practitioners of composition remain mired in the modern? Since the 1980s writing teachers have had a sense as a profession that…

The project of which this paper is a part consists of three steps. The first step (an American Educational Research Association (AERA) Conference 2000 paper subtitled "Clearing the Terrain") provided a critical overview of current debates on moral development and education, focusing on the relationship between empirical and theoretical…

The primary theme of this paper is that teaching at the college level has changed in the postmodern era in ways that make it necessary to consider a richer classification than the popular dichotomy of "sage on the stage" or "guide on the side." The career of G. Stanley Hall is discussed as an example of a teacher who would be…

Outlines a critical postmodern adult education practice that is inclusive of peoples and knowledges and inhabits a dynamic space. Key concepts include identity difference; intersection of power relations; community as a social contract; and conflict, voice, and dialog for transformative learning. (SK)

Adult education and employee development are framed by globalization, insecurity, and uncertainty. Learning is a cultural change mechanism, and a learning culture is a key to organizational and individual survival. (SK)

In its "adolescent" phase of development, comparative education engaged with a wide variety of social theories. The next period of comparative education scholarship is likely to be characterized by a focus on global trends, rigorous blending of quantitative and qualitative methodologies, and commitment to pursuing more general insights about how…

Examines various views of the child, focusing on postmodern subjectivity, discussing: the child as "valuable stranger" and reason's irrational core; the child and the dialect of western reason; and the child, the postmodern subject, and education. It concludes that school as an adult-child intentional community is potentially a space where…

Proposes a postmodern reconceptualization of technical communication pedagogy to make student and professional agency a major concern, especially because technical communicators must compete in a global economy that rewards flexibility and penalizes inflexibility. Uses postmodern mapping metaphors and Robert Reich's methodology for training…

Considers features of a postmodern classroom conceived as a complex, socially distributed cognitive system that exemplifies distributed cognition. Presents a case study based on a documentary film, "The Dig", that describes a middle school class's archaeological dig that shows instructional innovations that liberate the learning process.…

Recommends rejecting race (an aesthetic concept) and returning to the apprehension, appreciation, and realization of beauty. Discusses aesthetics and racism, racism and postmodernism, and postmodernism and despair. Explains that recognition of the continuum from aesthetics to beauty would mark the demise of aesthetics and the rise of a new and…

Asserts that the problems of struggling university students are neither entirely technical, as suggested by traditionalists, nor entirely social/structural, as suggested by postmodernists. Suggests that these students need an alternative epistemological view, one that enables them to see themselves as creators of personal knowledge rather than as…

The roots and features of postmodernism and its impact on education are explored. It is asserted that in order for postmodern theory to be carried into pedagogical practice the voices of women, and others excluded from influence on the basis of race or class, must be heard by educators. (IAH)

Considers encounters with imaginative literature as a way of suggesting alternative modes of orienting readers in a literally unrepresentable, perhaps unreadable outside world. Argues that the study of stories does not depend upon representation but upon creation, invention, and conversation. (SR)

Presents a conceptual outline for a feminist pedagogy that attempts to develop reconstructed knowledge. The paper describes how standpoint theory and conversation as method can further the aim of reconstructed knowledge, arguing that teachers and students with pedagogical relations should seek opportunities to create spaces within which to…

Offers a postmodern view of teacher responses to student writing. Promotes a meaning of "voice" that is different from the standard usage, and emphasizes the notion of voice instead of role as a way to understand teacher response. (SR)