Cypriot Journal of Educational Sciences
Yazarlar: Mustafa Kurt
Konular:-
Anahtar Kelimeler:-
Özet: This article discusses the influence of postmodernism on education and investigates the main effects of postmodern philosophy on social sciences. It is clearly stated in the article that the effects of postmodernism cannot only be limited to art and logically it should have an effect on education as well. This effect, described as the postmodern educational approach, emphasizes that the rudiments of popular culture should also be incorporated to education and therefore to curricula. Postmodern educational approach also accentuates the significance of allowing �??others�?? who have never possessed the opportunity to articulate their standpoints and desires to have a say in their own education. The concrete reflections of postmodern educational approach can be perceived in Critical and Border Pedagogies theorized by Henry A. Giroux. Critical pedagogy aspires to educate individuals who do not accept occurrences as they are and are critical of the knowledge they construct all through their education. Only by this way these individuals will be able to discover their own voices, improve their civilian consciousness by taking risks, and acquire the ability of staying alive and functioning within social relations, traditions and experiences. Border pedagogy is as well a product of postmodern philosophy. It defends counter-text as opposed to the official ones offered, presented and imposed to learners. Counter-consciousness represents the critical analysis of how the present reads the past and how the past informs the present. This practice of course results in the re-evaluation of memories and traditions. Memories are the stories which were forgotten or ignored with the support of preserved traditions. It is therefore concluded in the article that postmodern educational approach is the critical examination towards dismissing the main narratives and discourses which manipulate and configure the curriculum of schools. It is the struggle exercised towards the recognition of the suppressed in forgotten or ignored histories, texts, memories, experiences, and social discourses and narratives.