ABSTRACT
One of the major contributions of intersubjectivist discourses to education-via constructivist, constructionist, and critical discourses-is an interruption of persistent dichotomization of self and society. Structuralist and poststructuralist discourses have rejected the metaphysical notions that such forms are distinct, fixed, and pregiven and have recast individual and collective in terms of nested, dynamic, and emergent phenomena.
