Post-structuralism and education

Mark MASON, Matthew CLARKE

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

Following a brief situation of the concerns of post-structuralism in relation to those of structuralism and postmodernism, this article considers, primarily through an engagement with positions taken by Michel Foucault with respect to language, knowledge, truth, power, subjectivity, identity, and critique, the implications of post-structuralism for education. It then describes recent theoretical developments in critical pedagogy under the influence of post-structuralism and feminism, and concludes with a brief consideration of some of the theoretical inconsistencies and continuing challenges faced by post-structuralist theorizations of education. Copyright © 2010 Elsevier Ltd.
Original languageEnglish
Title of host publicationInternational Encyclopedia of Education
EditorsPenelope PETERSON, Eva BAKER, Barry MCGAW
Place of PublicationOxford
PublisherElsevier
Pages175-182
Edition3rd
ISBN (Print)9780080448947
DOIs
Publication statusPublished - 2010

Citation

Mason, M., & Clarke, M. (2010). Post-structuralism and education. In P. Peterson, E. Baker, & B. McGraw (Eds.), International Encyclopedia of Education (3rd ed., pp. 175-182). Oxford: Elsevier.

Keywords

  • Critical pedagogy
  • Feminist pedagogy
  • Foucault
  • Language
  • Knowledge
  • Postmodernism
  • Post-structuralism
  • Post-structuralism and education
  • Post-structuralist pedagogy
  • Power
  • Education
  • Structuralism

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