ABSTRACT
While educators in the United States are witnessing a reactionary and ultimately fatuous rearguard defense of the alleged transcendent virtues of Western civilization, a neo-corporatist assault on the New Deal welfare state, and what Jim Merod calls the “guiltless counterrevolutionary violence of state power” (1987:191), they are also experiencing a new vitality in the realm of educational theory. The cultural/moral hegemony of mainstream approaches to curriculum, pedagogy, and epistemology are being fissuredand in some cases torn asunder-by new deconstructive postmodern strategies developed by and alongside predatory culture.
