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This work presents a set of thematic essays aimed at clarifying the educational problems and paradoxes of postmodern educational conditions and theory. The major concerns of the book are the possibility of achieving substantive political objectives and of theorising such possiblities. These concerns arise from a dissatisfaction with the organisational and political conditions of postmodern educational practice.; The seeming inability of academics to intervene in the public sector, especially in matters of equality, provides a driving force to the book. For individuals who care about the future of education and its role in social reconstruction, the pessimistic nature of postmodern theories of society and education is an additional impetus for the book.; All the chapters exemplify the issues that confront lecturers in contemporary university teacher education contexts. A notable feature of the book is a theme that current theorisation about education and society are historically outmoded and that the future lies in "post" postmodern theories.
Post-Postmodernism begins with a simple premise: we no longer live in the world of "postmodernism," famously dubbed "the cultural logic of late capitalism" by Fredric Jameson in 1984. Far from charting any simple move "beyond" postmodernism since the 1980s, though, this book argues that we've experienced an intensification of postmodern capitalism over the past decades, an increasing saturation of the economic sphere into formerly independent segments of everyday cultural life. If "fragmentation" was the preferred watchword of postmodern America, "intensification" is the dominant cultural logic of our contemporary era. Post-Postmodernism surveys a wide variety of cultural texts in pursuing its analyses—everything from the classic rock of Black Sabbath to the post-Marxism of Antonio Negri, from considerations of the corporate university to the fare at the cineplex, from reading experimental literature to gambling in Las Vegas, from Badiou to the undergraduate classroom. Insofar as cultural realms of all kinds have increasingly been overcoded by the languages and practices of economics, Nealon aims to construct a genealogy of the American present, and to build a vocabulary for understanding the relations between economic production and cultural production today—when American-style capitalism, despite its recent battering, seems nowhere near the point of obsolescence. Post-postmodern capitalism is seldom late but always just in time. As such, it requires an updated conceptual vocabulary for diagnosing and responding to our changed situation.
Formulating a new approach to philosophy, Paul Crowther identifies conceptual links between value, knowledge, personal identity and civilization understood as a process of cumulative advance.
A lucid exploration of the key features of postmodernism and the most important authors from Beckett to DeLillo.
On how to rebuild theory and criticism in the wake of postmodernism
Marking the fiftieth 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.
Now in paperback, Fredric Jameson’s most wide-ranging work seeks to crystalize a definition of ”postmodernism”. Jameson’s inquiry looks at the postmodern across a wide landscape, from “high” art to “low” from market ideology to architecture, from painting to “punk” film, from video art to literature.
Brings together many of the most influential voices in the scholarly and critical debate about post-postmodernism and twenty-first century aesthetics, arts and culture.
Presents interviews with 11 theorists and philosophers in an attempt to get at the heart of contemporary understandings of history. Topics covered include aesthetics, objective reality, meaning, the relation of history to its modes of presentation, and the personal and civic functions of history. Includes interviews with Peter Burke, Lionel Gossman, Hans Kellner, Jerzy Topolski, and Hayden White. Annotation copyrighted by Book News, Inc., Portland, OR
This work presents a set of thematic essays aimed at clarifying the educational problems and paradoxes of postmodern educational conditions and theory. The major concerns of the book are the possibility of achieving substantive political objectives and of theorising such possiblities. These concerns arise from a dissatisfaction with the organisational and political conditions of postmodern educational practice.; The seeming inability of academics to intervene in the public sector, especially in matters of equality, provides a driving force to the book. For individuals who care about the future of education and its role in social reconstruction, the pessimistic nature of postmodern theories of society and education is an additional impetus for the book.; All the chapters exemplify the issues that confront lecturers in contemporary university teacher education contexts. A notable feature of the book is a theme that current theorisation about education and society are historically outmoded and that the future lies in "post" postmodern theories.