Contemplates autobiographical and creative life writing and journalizing, which contribute to the knowledge of the particularities of feminine experience. Discusses six different facets of feminist, autobiographical, and postmodern writing or teaching. (PA)

Reviews postmodern conditions and the tenets of critical postmodern theory. Identifies implications for vocational education, including renewed purpose, integrated curriculum, creation of new knowledge, and regenerated goals for democratic schools. (SK)

Demonstrates how the work published in "English Education" between 1994 and 1996 figures within the larger body of what has come to be called post-modern scholarship. Defines postmodernism and then considers how the work published in "English Education" contributes to postmodern thought and to the study and teaching of…

Points out that data analysis and representation are political acts in the research process. Argues that research methods should be demystified and made available for public criticism. Calls for the involvement of research participants in the development of research projects and for explorations of postmodern conceptions of subjectivity, knowledge…

Educational administration as a scholarly discipline is dominated by a modernist world view encapsulated in a positivistic "reality" and legitimate, "factual" knowledge base. The postmodern critique of positivism has called the basic premises of foundational legitimacy into question and represents the field's most serious…

Multiculturalism that both transforms and informs is important. Recommends applying postmodern theory to transformative understanding of multiculturalism. Juxtaposes transformative multiculturalism with aspects of postmodern theorization of American society, illustrating this theoretical construct with research on college classrooms as…

Believes that two serious issues of concern are: (1) the tendency to ignore questions of value within the fine arts; and (2) that objectivity of values is denied. Asserts that conflict within the arts are about values and what should be considered as great. (CMK)

Proposes that classroom studies in the Teaching English as a Second or Other Language (TESOL) field tend to subscribe to either of the following two normative orders: Progressive liberalism or cultural relativism, without reflexively recognizing and meta-analyzing these normative frameworks and their social, historical, and political situatedness.…

Examines how criticism of Discipline-Based Art Education (DBAE) compares with the larger critique in the visual arts of high-modernism by post-modern critics. Examines DBAE's philosophical position on Classical Idealism and its back-to-basics approach. Suggests that the diversity in today's world should be represented in the classroom. (KM)

Discusses the history of modern art and the emergence of post-modernism, assessing the implications for art education. Stating that viewers must be culturally literate to comprehend post-modern art, Parks argues that discipline-based art education will better prepare students to deal with the images, issues, and ambiguity they will be confronted…

Considers how a researcher-practitioner, recognizing the human aspiration for wholeness, makes sense of the jumbled multiplicity of meanings available in the study of culture, education, and mediating art forms such as creative drama, theater in education, and childrens's theater. Describes field work during an ethnographic study at Pit Prop…

Discusses postmodernism in the art classroom, the struggles of African American artists, and meaningful approaches for teachers. Presents a sidebar story of a mentor (Viktor Lowenfeld) and a successful black artist (Charles White). (RS)

"New right" governments may support experiential learning because of its role in developing self-discipline and law-abiding citizens and consumers. Adult educators and trainers must understand and engage in debates about experiential learning and postmodernism to understand their own practices. (SK)

Suggests that, if politics matters to any field, it should matter to composition instruction, which faces the crisis of postmodernity along with other disciplines. Considers how a truly common knowledge might be pursued and its possible relevance for the field of composition studies. (HB)

Two trends in postmodernist thought are discernible: one redefines modernist principles such as democracy, reason, and equality; the other deconstructs and rejects these principles. However, the redefinition of modernist principles offers educators the most hopeful and useful conception of dialogue across differences. (SK)