Educational Philosophy and Theory 43 (7):755-772 (2011)

Abstract
This article presents a discussion of how postmodernist, poststructuralist and critical educational thinking relate to different theories of power. I argue that both Critical Theory and some poststructuralist ideas base themselves on a concept of power borrowed from a modernist tradition. I argue as well that we are better off combining a postmodern idea of education with a postmodern idea of power. To this end the concept of power presented by the works of Ernesto Laclau and Chantal Mouffe is introduced. This concept controverts a number of major educational concepts, i.e. concepts such as causality, autonomy, subjectivity and originality. In other words, it allows us to take a fresh look at old concepts. Finally, I relate the discussion to a number of recent theories of learning
Keywords post structuralism  Critical Theory  discourse analysis  power  learning  post modernity
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DOI 10.1111/j.1469-5812.2009.00566.x
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Leviathan.Thomas Hobbes - 1651 - Harmondsworth, Penguin.
Critique of Pure Reason.I. Kant - 1787/1998 - Philosophy 59 (230):555-557.
Critique of Pure Reason.Immanuel Kant - 1991 - In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Philosophy and Phenomenological Research. Blackwell. pp. 449-451.

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