What Comes After Postmodernism in Educational Theory?

Marking thefiftieth anniversary of the Educational Philosophy and Theory journal, this book brings together the work of over 200 international scholars, who seek to address the question: ‘What happened to postmodernism in educational theory after its alleged demise?’. Declarations of the death knell of postmodernism are now quite commonplace. Scholars in various disciples have suggested that, if anything, postmodernism is at an end and has been dead and buried for some time. An age dominated by playfulness, hybridity, relativism and the fragmentary self has given way to something else—as yet undefined. The lifecycle of postmodernism started with Derrida’s 1966 seminal paper ‘Structure, Sign and Play in the Discourse of the Human Sciences’; its peak years were 1973–1989; followed by uncertainty and reorientation in the 1990s; and the aftermath and beyond (McHale, 2015). What happened after 2001? This collection provides responses by over 200 scholars to this question who also focus on what comes after postmodernism in educational theory. This book was originally published as a special issue of the journal Educational Philosophy and Theory.

1. PESA President’s foreword for the EPAT 50th-anniversary issue Tina (A. C.) Besley 2. Introduction: After postmodernism in educational theory? A collective writing experiment and thought survey Michael A. Peters, Marek Tesar, and Liz Jackson Postmodern Thinking 3. After postmodernism: retuning to the real Michael Bonnett 4. Education and the hegemony of the rich Kevin Williams 5. Wild and small Charles Tocci 6. Modernity is back Kristof K. P. Vanhoutte 7. The day after: education in the postmodernist fallout Sharon Rider 8. Knowledge and politics Elizabeth Rata 9. Had enough of experts? Michael Gallagher 10. We have never been postmodern Iain Thomson 11. After postmodernism: anti-fascist theories Kathryn J. Strom 12. Independent educational theory Doron Yosef-Hassidim 13. Education and theory returning to life itself Keumjoong Hwang 14. Postmodernism in post-truth times Kevin Kester 15. The legacy of postmodernism in educational theory Mark Murphy 16. Not so fast: Why the linear proposition of an after? Ana Cristina Zimmermann and Soraia Chung Saura 17. Poststructuralism, postmodernism or deconstruction? The future of metaphysics, philosophy and thinking in the field of education Nick Peim 18. Earth comes after postmodernism Clarence W. Joldersma 19. The discursive field of ‘after’ postmodernism in educational theory Steven Camicia 20. Studying postmodernism Tyson E. Lewis 21. After postmodernism, a renewed critical realism—and the implications for education Mark Mason 22. Peter Boghossian—What comes after postmodernism? Peter Boghossian and James Lindsay 23. Are we asking the right question? The problem with ‘afters’ Richard Edwards Postmodern Politics 24. ‘Post-truth’: political death of the expert John Clark 25. The spectral educationist Chris Peers 26. Moral realism versus moral relativism in the postmodern myth Jesse John Fleay 27. Metanarratives are doing just fine: a word or two from Asia Jae Park 28. Postmodernity and its clowns Johannes Drerup 29. The ‘post-post-modern’ era Luke Strongman 30. What comes after postmodernism? Peter Pericles Trifonas 31. The waning of postmodernism and the return of (a materialist) History Jesse Bazzul 32. PoMo is dead. And we were late for cremation ceremony because we were doing something else Engin Yurt 33. Knowledge ecologies after postmodernity Ruth Irwin 34. Are we racing to the data-ism in education? Hongbiao Yin 35. My Angelus Militans Joff P. N. Bradley 36. Subject and justice: Žižek and Tiantai Buddhism Sevket Benhur Oral 37. The philosophical consciousness of the interconnected universe Xu Di 38. Postpostmodernism: a call to optimism Laura D’Olimpio 39. The storm from paradise Jon Nixon 40. Capital whisperers and POMOs Georgina Murray 41. Thoughts about becoming a desired memory P. Taylor Webb 42. Post-colorblindness; Or, racialized speech after symbolic racism Zeus Leonardo and Ezekiel Dixon-Román 43. Recalibration of post modernism with earth in mind Heesoon Bai, Muga Miyakawa, and Charles Scott 44. Postmodernism as an epistemological phenomenon George Lazaroiu 45. A transcending a single reality Paul Gibbs Postmodern Crossdisciplines 46. The dual-impulse of modernity Ariel Sarid 47. Toward a new psychology Jonathan Doner 48. What science means for postmodernist epistemology and the philosophy of education Thaddeus Metz 49. Modern, postmodern, amodern William P. Fisher Jr. 50. Learning Chinese visual culture in a transnational world David Bell 51. The Postmodern Baby? Language-Historical Realism Russell Hvolbek 52. After postmodernism in educational theory? Manfred Man-fat Wu 53. Nostalgia and shrinkage: Philosophy and culture under post-postmodern conditions Peter Strandbrink 54. Possibility spaces: Traversing and as educational theory Anita Sinner 55. Postmodernism, science education and the slippery slope to the epistemic crisis Renia Gasparatou 56. Post-humanism or posthuman-ism? A redemption and a hope Guoping Zhao 57. ‘Neo’ is not enough: Theorizing and educating in a time of total renegotiation Sean Blenkinsop 58. Do philosophers of education dare be inspired by forerunners such as Nietzsche? –Transformation of the mind towards an affirmative and generative awarenesss Henriëtta Joosten 59. Education in virtual age Asiye Toker Gokce 60. What comes after postmodernism?—Material making, creative production and artistic figuration as ways to re-organize pedagogical culture Rikke Platz Cortsen and Anne Mette W. Nielsen 61. Physical education—educating bodies after postmodernism? Håkan Larsson 62. Out of focus: modernism and the educational meta-challenge Spyridon Stelios Non-Western Postmodernism 63. From post-modernism to modernity again. From modernity to a paradigm shift Albert Ferrer 64. The death of postmodernism in indigenous educational theory Georgina Stewart 65. African philosophies of education re-imagined: Looking beyond postmodernism Yusef Waghid 66. On the problematique of decolonisation as a post-colonial endeavour Nuraan Davids 67. After postmodernism: Working woke in the neoliberal era D. Edward Boucher and Christine Clark 68. Confucian philosophy: After postmodernism Jinhua Song 69. The paradox of post-postmodernism Seungho Moon 70. The emergence of moral bliss Hsin-Chi Ko 71. A Daoist perspective: An opportunity after postmodernism Wilma J. Maki 72. What comes after postmodernism and how this will affect educational theory? – From a Chinese Taoist perspective Fan Yang 73. Postmodern education and the challenges facing Chinese postmodern scholars Wang Chengbing Postmodern Critiques 74. Isn’t it ironic? No, it’s not: Postmodernism’s coincidental scepticism Dustin Hellberg 75. At the wake, or the return of metaphysics Johan Dahlbeck 76. Overcoming the New Stupidity Steven L. Goldman 77. Integral education within metamodernism Jody S. Piro 78. After postmodernism: A dialogical paradigm Cheu-jey Lee 79. We need not take sides, we need not guess what will come next Zvi Bekerman 80. Albert Camus and the lifecycle of postmodernism Aidan Hobson 81. The ghost of realism hunts postmodernism Khosrwo Bagheri Noaparast 82. Educational theory the day after postmodernism Anna Kouppanou 83. Ethic authorial dialogism as a candidate for post-postmodernism Eugene Matusov 84. Postmodernism: Memory and oblivion Ruyu Hung 85. The age of the educational philosophy of shared doctrine Chi-Ying Chien 86. Seeking wisdom after postmodernism: Back to Plato Christopher Coney 87. Practical reason and a dialogical attitude after postmodernity Ignacio Serrano del Pozo 88. What can beliefs do? Ethics education and authenticity after postmodernism Karl Kitching 89. Has postmodernism the potential to reshape educational research and practice? Gheorghe H. Popescu 90. Postmodernism pace postmodernity? Ian Leask 91. Beyond Mo and PoMo: trans-education for living well in a sustainable world Marina García-Carmona and Fernando García-Quero Postmodern Legacies 92. Spectral post(s) Nesta Devine 93. Comparativism Jean Pierre Elonga Mboyo 94. Postmodernism in education: Blessing or curse? Terence Lovat 95. After postmodernism in Educational (Philosophy and) Theory Bruce Haynes 96. The open and the global: Postmodernism and its legacy Jonas Holst 97. Elephants and riders in the postmodern era Stephanie Chitpin 98. Why not going back to modernity after postmodernity? Revisiting the thought of Jean-Jacques Rousseau Gustavo Araújo Batista 99. The legacy of postmodernism in popular thought and the emergence of "Inter/trans relational" -isms in educational theory Joseph Levitan 100. Dwelling in the not-yet. Education as embodied paradox Vasco d’Agnese 101. After postmodernism: Asking the right question Joris Vlieghe and Piotr Zamojski 102. Fiction and learning realities after postmodernism Viktor Johansson 103. Sapere aude revisited and revised Anders Buch and Joakim Juhl 104. Hegemony or philosophy? On the legacy of postmodernism Hektor K. T. Yan 105. The potential of Spinoza’s not-yet for educational theory Margaret Walshaw

Michael A. Peters is Distinguished Professor of Education at Beijing Normal University and Emeritus Professor at the University of Illinois. He is the Executive Editor of the journal Educational Philosophy and Theory. His interests are in education, philosophy and social policy, and he is the author of over 100 books, including The Chinese Dream: Educating the Future (2019), Wittgenstein, Education and Rationality (2020) and Wittgenstein: Antifoundationalism, Technoscience and Education (2020). Marek Tesar is Associate Dean International and an Associate Professor at the Faculty of Education and Social Work, University of Auckland. His current scholarship is in childhood studies and early childhood education. His work focuses on educational policy, philosophy, pedagogy, methodology and curriculum, and draws on his background as a qualified teacher as well as his extensive knowledge of international education systems. Liz Jackson is Associate Professor and the Director of the Comparative Education Research Centre at the Faculty of Education at the University of Hong Kong. She is also the President of the Philosophy of Education Society of Australasia. She is the author of Muslims and Islam in U.S. Education: Reconsidering Multiculturalism (2014) and Questioning Allegiance: Resituating Civic Education (2019). She is currently working on a third book entitled Against Virtue: The Politics of Educating Emotions. Tina Besley is Distinguished Professor in theFaculty of Education, Beijing Normal University. She is Founding President of the Association for Visual Pedagogies (AVP)and Immediate Past President of Philosophy of Education Society of Australasia (PESA). She has published over 12 books and many articles and is deputy editor ofEducational Philosophy and Theory, theVideo Journal of Education and Pedagogy and an associate editor for theBeijing International Review of Education. She works closely with Professor Michael A. Peters and with a wide international network of scholars.