ABSTRACT
The postmodern is a corpus of thought, a manner of theorizing, and one of practicing. Education as a field of investigation has remained broadly resistant to this tendency and there is almost nothing outside the scholarship on of critical and feminist instruction (Roca-Sales & Lopez-Garcia, 2017) that associates postmodern notions to the mechanisms and structures of pedagogy or that inspects them in relationship to postmodern advancements in society and culture. Postmodernism is a frame of mind, a pivotal, self-referential disposition and style, a distinct manner of perceiving and performing (Giroux, 2017), and not a predetermined corpus of concepts, a definitely accomplished position or a series of indispensable methods and techniques. Education is surprisingly immune to the postmodern implications. Postmodernism’s insistence on the patterned subject, the displaced individual designed by language, rhetoric, inclination, and the unconscious, undermines the goal of instruction and the foundation of educational activity. Thus, a re-consideration of educational theory and practice in the framework of a less advanced postmodern society is needed. (Edwards & Usher, 1994)
