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      Global Education in the '21st Century': two different perspectives on the 'post-' of postmodernism

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            Abstract

            In this paper I compare two possible interpretations of the need to shift conceptualisations of knowledge, learning and identities in education towards an emphasis on fluidity and provisionality in global societies. I outline the arguments and potential implications of a framework concerned with 'cognitive adaptation', which conceptualises the 'post' in 'postmodernism' as 'after'; and another concerned with 'epistemological pluralism', which conceptualises the 'post' in 'postmodernism' as 'questioning'. Both perspectives align in their conceptualisation of knowledge, learning, reality and identities as socially constructed, fluid, open to negotiation and always provisional, and in the call for epistemological shifts away from mono-epistemicism. However, they are motivated by different conceptualisations of social problems and envisaged solutions. In the second part of the paper, I discuss some of the tensions created in working towards epistemological shifts and present an example of the translation between emerging theories and practices based on the idea of epistemological pluralism.

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            Author and article information

            Journal
            72010448
            International Journal of Development Education and Global Learning
            int j develop educ gobal learn
            IOE Press
            1756-5278
            01 May 2009
            : 2
            : 2
            : 5-22
            Article
            1756-5278(20090501)2:2L.5;1- s2.phd /ioep/ijdegl/2009/00000002/00000002/art00002
            10.18546/IJDEGL.02.2.02
            fee80bce-a911-4633-ae4b-1d13a5a0a45d
            Copyright @ 2009
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,General education
            GLOBALISATION,POSTCOLONIAL THEORY,POSTMODERNISM,EPISTEMOLOGY,GLOBAL LEARNING

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