ABSTRACT
For each of these questions, I first characterize the most common paradigm of educational discourse in terms of its assumptions. Then I examine two other strands of educational research that propose approaches that are critical of the most common forms of discourse. The first strand is critical modernism, in which I consider Marxian, Frankfurt School, and Habermasian contributions; the second is postmodernism, in which I consider the historicizing approaches such as those of Foucault and poststructural feminists. For each of the three questions, I examine the ways in which the various "alternative" strands of educational discourse interrupt and/or perpetuate the assumptions of common educational discourse.
