ABSTRACT
If what comes after postmodernism is to be an interpretation of conditions that have not been organised in such a manner that the event which they produce has not become visible, then we can only imagine what these conditions might be and what the significance of their relationship might become. Only then will we be able to theorise the educational implications of such an event. This event will be both universally disruptive, enduring, while at the same time pronouncing new possibilities for the interpretation of problems and social protagonism necessary to addresses these problems.
