Beyond modernism and postmodernism in educational theory and practice: A marriage of grounds

Educational theory revels in its postmodern condition. Postmodern curriculum echoes along corridors and in classrooms, challenging curriculum makers and teachers, mainly in the humanities. But has such a challenge resulted in a ‘megachange’ (Papert, 1998) across the whole gamut of school practice? Experience, recorded and lived, would suggest not. The practice of education as formal schooling has not yet had its postmodern moment.