Postmodernism, Feminism, and Cultural Politics

Redrawing Educational Boundaries

Edited by Henry A. Giroux

Subjects: Education
Series: SUNY series, Teacher Empowerment and School Reform
Paperback : 9780791405772, 320 pages, January 1991
Hardcover : 9780791405765, 320 pages, January 1991

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Table of contents


Modernism, Postmodernism, and Feminism: Rethinking the Boundaries of Educational Discourse
Henry A. Giroux

1. Reading Images Critically: Toward a Postmodern Pedagogy
Douglas Kellner

2. An Ethic of Solidarity and Difference
Sharon Welch

3. Presence of Mind in the Absence of Body
Linda Brodkey and Michelle Fine

4. Raging Hormones and Powerful Cars: The Construction of Men's Sexuality in School Sex Education and Popular Adolescent Films
Mariamne H. Whatley

5. Schooling the Postmodern Body: Critical Pedagogy and the Politics of Enfleshment
Peter L. McLaren

6. Women Dancing Back: Disruption and the Politics of Pleasure
Leslie Gotfrit

7. The Making of the Boy: Meditations on What Grammar School Did With, To, and For My Body
Philip R. D. Corrigan

8. Postmodernism as Border Pedagogy: Redefining the Boundaries of Race and Ethnicity
Henry A. Giroux

Notes and References



This book introduces central assumptions that govern postmodern and feminist theory, offering educators a language to create new ways of conceiving pedagogy and its relationship to social, cultural, and intellectual life. It challenges some of the major categories and practices that have dominated educational theory and practice in the United States and in other countries since the beginning of the twentieth century.

Rejecting the apolitical nature of some postmodern discourses and the separatism characteristic of some versions of cultural feminism, the contributors take a political stand rooted in concern with cultural and social justice. In so doing, these essays represent a linguistic shift regarding how we think about ethics, foundationalism, difference, and culture. The selections present a concern with developing a language that is critical of master narratives, racism, sexism, and those technologies of power in schools that subjugate, infantilize, and oppress students.

The authors also develop a language of possibility that focuses on analyzing how power can be linked productively to knowledge, how teachers can construct classroom social relations based on notions of equity and justice, how critical pedagogy can contribute to an identity politics that is grounded in democratic relations, and how teachers can develop analyses that enable students to become self-reflective actors as they transform themselves and the conditions of their social existence.

Henry A. Giroux is Professor and Renowned Scholar in Residence in the School of Education and Allied Professions at Miami University, and Director of the Center for Education and Cultural Studies. He is the author of Ideology, Culture, and the Process of Schooling; Theory and Resistance in Education; Education Under Siege; Teachers as Intellectuals; Schooling and the Struggle for Public Life; Popular Culture, Schooling and Everyday Life; Postmodern Education: Politics, Culture and Social Criticism; and editor with Peter McLaren of Critical Pedagogy, the State, and Cultural Struggle, also published by SUNY Press.