Post-modernism and post-compulsory education

Halliday, John (2001) Post-modernism and post-compulsory education. Research Articles, 14 (1). pp. 31-47. ISSN 1916-0348 (https://doi.org/10.7202/1072823ar)

[thumbnail of Halliday-RA-2020-Post-modernism-and-post-compulsory-education]
Preview
Text. Filename: Halliday_RA_2020_Post_modernism_and_post_compulsory_education.pdf
Final Published Version
License: Creative Commons Attribution 4.0 logo

Download (606kB)| Preview

Abstract

This paper examines and elaborates upon the work of two writers, Usher and Edwards who have explored the significance of post-modernism for those involved in the post-compulsory sector of education. They argue that postmodernism signals an increasing interest in this sector of education and a major challenge to the idea of compulsory schooling. In this paper it is argued that postmodernism challenges the very distinction between compulsory and postcompulsory education. It problematises and disturbs a number of entrenched assumptions about education, teaching and learning in interesting ways. The paper concludes with an outline of what formal education might become as a result of such problematisation and disturbance.