ABSTRACT
Inexhaustible, the postmodern not only lingers after the death of postmodernism, but actually emerges triumphant. Whereas, postmodernism tried to in some sense to systematize—or at least capture—the postmodern, creating works of scholarship, lines of debate and contention, temporal designations, and so on, the postmodern escaped it. The postmodern is, after all, not something that comes after the modern, but something that—as an excess of thought, feeling, and being—inhabits and interrupts the modern. It does so not to uncritically celebrate the different, the new, or the unpresentable, but rather to ask after it in order to, as Jean-François Lyotard (1992) put it once, ‘better produce the feeling that there is something unpresentable’ (p. 12). In this sense, I want to propose first that educational theory hasn’t yet been postmodern, and that what comes after postmodernism should be an educational embrace of the endless embryonic state of the postmodern.
