The Theory and Politics of Postmodernism: By Way of an Introduction

Boyne, Roy; Rattansi, Ali

doi:10.1007/978-1-349-20843-2_1

Cited by 23 publications

(14 citation statements)

References 10 publications

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“…In many countries, missions played a significant role in the provision of the basic services of education and health to the indigenous populations, but of course they also had their own agenda, which was often more aligned with a theocracy rather than a democracy. This ''grand narrative'' (Boyne and Rattansi 1990) of colonial development through the export of educational systems by powerful nations prevailed up to the 1960's. The colonial powers used education as a tool in the armoury of colonialism, and its export, including the total package of teachers, curriculum and texts, was designed to promulgate the metanarrative form of civilizing culture perceived to be utopian at that time.…”

Section: Colonizationmentioning

confidence: 99%

Technological literacy: a multliteracies approach for democracy

Williams

2007

Int J Technol Des Educ

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Throughout history various grand narratives have impacted on technology education. In the current post modern era of globalization, technology education continues to struggle for relevance and definition, and takes various forms in different countries, but none seem resoundingly successful. The current development of what some have termed a digital democracy (Web 2.0)-the explosion of a new type of information technology which has become an integral characteristic of young people's lives, is the starting point for this paper. Mainstream literacy theory was reconceptualised in the 1990's with the foresight of anticipating the significance of a range of literacies. Broad conceptions of Technological Literacy have always accommodated multiple literacies, but must now essentially do so in a dynamic way through the pre-existing pedagogy of design.

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Section: Colonizationmentioning

confidence: 99%

Technological literacy: a multliteracies approach for democracy

Williams

2007

Int J Technol Des Educ

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“…Difference V be constructed therefore as an ideological weapon and be part f a strategy of domination or contestation. In addition, the epistemological agnosticism, as Boyne and Rattansi (1990) argue, may be nolitically disabling. Once the notion of sisterhood or a racialised divide is rejected, then there may be no obvious basis for a feminist or anti racist position.…”

Section: Social Divisions and The Concept Of 'Difference'mentioning

confidence: 99%

Rethinking Social Divisions: Some Notes towards a Theoretical Framework

Anthias

1998

The Sociological Review

161

102

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This paper attempts to provide a framework for theorising the social divisions of gender, ethnicity and class in terms of parameters of differentiation and inequality which lie at the heart of 'the social'. The paper argues that there are common parameters to the social divisions of gender, ethnicity, 'race' (and class) in terms of categories of difference and positionality. The paper explores the distinctive ontological spaces or domains of gender and ethnos and argues that their study must be undertaken in local and specific contexts paying attention to their articulation.

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“…Given the postmodernist scepticism towards Enlightenment pretensions, does that imply an unproblematic alliance between postcolonialists and postmodernists (even setting aside for the moment the formidable problems involved in unifying the latter -see Boyne and Rattansi 1990;Rattansi 1994Rattansi , 1995a? (See also Appiah (1992) and During (1987) on the possible connections between the two.…”

Section: Postcolonialism 'Postmodernism' and The European Enlightenmmentioning

confidence: 99%

“…Fanon, Freud and Lacan, Foucault, Derrida, Kristeva, Jameson and Gramsci jostle for position in the works of the major postcolonialist writers -Said, Spivak and Bhabha for example. Else\vhere, in discussing postmodernism, Boyne and I have suggested that it is useful to distinguish between postmodernzsm, as a set of cultural and intellectual currents, and po.stmodernit)~ as an epoch in historical time space which would include postmodernism as one of its elements (Boyne and Rattansi 1990). A similar conceptual discrimination would help here too: thus I propose to use postcolonialism and postrolonialist studies to refer to a particular form of intellectual inquiry and postcolonzulit)~ to index a set of historical epochs ( the significance of the plural here will be clarified below).…”

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confidence: 99%

Postcolonialism and its discontents

Rattansi¹

1997

Economy and Society

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This paper pro\.ides a critical assessment of the field of postcolonialism or postcolonialist studies, which has grown rapidly since the publication of Said's Orzenlulrsm. It is argued that the area of investigation's distinctive features, and originalit?; lie in the concern with the mutual constitution of the identities of colonizer and colonized, and in its anal\-ses of chronic instabilities inhabiting and destabilizing the colonial project from \\ithin. Some exemplary studies are explored to establish why the field deserves praise and support. The paper then discusses a wide range of criticisms that haw been Ic\-ellcd at the field's distinctil~e take on colonial encounters. 3lany of these are found wanting, although the paper also strips postcolonialism of man!-pretensions that threaten to undermine its credibilit!. as a serious intellectual project. Along the na! the paper also discusses the vexed questions of postcolonialism's relation to postmodernism and the potential political in~plications of a specifically postcolonialist stance.

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The Theory and Politics of Postmodernism: By Way of an Introduction

Cited by 23 publications

References 10 publications

Technological literacy: a multliteracies approach for democracy

Technological literacy: a multliteracies approach for democracy

Rethinking Social Divisions: Some Notes towards a Theoretical Framework

Postcolonialism and its discontents

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