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 language | English |
|---|---|
| Title of host publication | International Encyclopedia of Education |
| Editors | Penelope PETERSON, Eva BAKER, Barry MCGAW |
| Place of Publication | Oxford |
| Publisher | Elsevier |
| Pages | 175-182 |
| Edition | 3rd |
| ISBN (Print) | 9780080448947 |
| DOIs | |
| Publication status | Published - 2010 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 5 Gender Equality
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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