Surveys a variety of conflicting philosophies and their underlying values that have influenced the development and direction of outdoor adventure education. Suggests that outdoor adventure education and experiential ways of learning are intrinsically at the margins of pedagogy and demand a generalized framework that incorporates and balances…

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…

Current discourse in education regarding modernism and postmodernism requires the inclusion of technology and teacher education. Such a shift in thinking could create a deconstructing of the purposes of education to cope with the multiple perspectives. Suggestions are provided regarding technology and teacher education in order to meet the needs…

Explores a concept of postmodernist multiculturalism that corrects the misconceptions of the modernist paradigm that has perpetuated a white supremacist ideology. Calls for a postmodernist pedagogy and teaching strategies that allow for multiple perspectives on race and ethnicity. (SLD)

The discourse of the Learning Society has a vocationalist/managerialist thrust, is oriented toward the global economy, and is market driven. A counter-discourse that rejects emphasis on "performativity" could clash with postmodernist objections to master narratives. (SK)

Argues that the marginality of English as a second or foreign language (ESL/EFL) expatriate teachers exemplifies the postmodern condition affecting society at the end of the millennium. Uses the image of the paladin and its juxtaposition with the conceptual framework of postmodernity to generate new ways of thinking about issues in ESL/EFL…

Examines the postmodern challenge to the representation and practice of comparative and international education. Reviews the literature to identify major positions or arguments in the postmodern debate in comparative education. Maps these positions or knowledge communities as a discursive field of diverse perspectives and draws conclusions about…

Examines the consequences of highlighting "subject and difference" in one of the curriculum theories that has been inspired by postmodernism. Highlights some themes that need to be developed further for a postmodernism-inspired curriculum theory. Sets out to talk about "difference" without reduction to the Same and suggests a direction for a…

Argues that the link between educational curricula and society as a whole has become critically uncertain, largely due to a number of factors related to the post-modern view of the world. Contends that this situation calls for a fundamental re-thinking of the link between curriculum and society, based on a more flexible and pluralistic approach.…

Discusses how the rise of a culture of professionalism--and the attitudes, institutions, and interests that separate and define those within a profession from others--has been of great interest to historians and sociologists, and also to professors of literature. Draws attention to the ways in which professionalization channels discord into a few…

Argues that peace education is actually part of the reality it attempts to change, noting problems in distinguishing between peace and violence, and arguing that justifications common in discussions of peace education serve certain acts of violence, and peace education is itself a manifestation of such violence. The paper examines possibilities…

The idea of human rights has increasingly been playing a very important part in people's contemporary life, the political in particular, the cultural in general. This explains why Dr. Griffin in "Beyond Anarchy and Plutocracy: the need for global democracy" includes a chapter on human rights. "My contention," Dr. Griffin writes, "is that now, in…

Pedagogical ideals differ and inform education differently. They do so in many ways since they draw from a wide spectrum of cultural and interpretive material. The construction of ideals or the promotion of existing ones can affect, modify, or alter one's conceptions of what counts as all-round learning, self-realised, active learner, and…

This paper continues the dialogue between David Elkind (2004) and Jamin Carson (2005) on constructivism. The opinions of both writers on this educational theory have been published in recent issues of "The Educational Forum."

This article suggests a re-consideration of the way in which postmodern career counselling and theory could position counsellors in relation to their clients. It also poses ethical challenges and questions to developing career counsellors and their established educators. More specifically, the article explores the ethical dilemmas confronting…