Poststructuralism, Philosophy, Pedagogy

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Addressing all these issues would not only necessitate a long text — it may require the writing of another book. This special issue aimed at addressing the complexity of moving in-between different levels of analysis by combining thick ethnographic descriptions and theory-dense analyses in and across a variety of educational and developmental contexts such as a Japanese nursery, a Danish primary school or an indigenous Mexican Mazahua community.

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There is however one central issue — that underlies everything else — which I aspire to briefly explore below: Is linking post-structuralist thinking and Vygotskian scholarship meaningful? Several open questions raised by Fabienne Gfeller for example the issue of establishing continuity or ruptures between the past, the present and the future or the role of school with regards to encouraging novelty can also be traced back to the positioning of my work in-between Vygotskian scholarship and post-structuralist thinking.

The different views between the reviewers reflect their diverse backgrounds and are representative of the different stances distinct audiences have manifested towards my book since the day it was published. Why is this necessary, would this be meaningful, is this possible? This was for example the case of Felix pseudonym — a student from chapter 1, who had been deviant, had a failed school career, and was placed at a German experimental secondary school specially designed for students like him, when I began my research.

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Poststructuralist Theory

He was supported by the school teachers, e. It would be difficult to micro-analyze this case just by means of post-structuralist thinking without the conceptual and methodological tools elaborated by Vygotsky such as crisis, experiencing, mediation, sense, social situation of development etc. Yet, even if Vygotsky was very critical of the capitalist political economy, he did not provide us in his short life with specific tools how to evaluate youth development in terms of its qualitative characteristics, entailed values or broader socio-political dimensions.

Development took place in quite different ways in other cases explored in the book, e.

As part of a broader innovative school project, this student developed in a very different way than it has usually been the case with students with similar ethic, gender- and class-related characteristics. As I explain in the book, micro-analyzing and understanding certain procedures and developmental arrangements in terms of Vygotskian theory was crucial as an analytical step in exploring such cases of youth development.

It would however be quite difficult to evaluate the qualitative differences between these cases through the conceptual tools elaborated by Vygotsky and relevant post-Vygotskian scholars without employing post-structuralist notions such as technologies of the self, power relations, potentiality vs.

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Deconstructing the notion of development in post-structuralist terms cf. Burman, is a very important analytical step — as important as the Vygotsky-inspired analysis briefly presented above. As the analysis reveals this step requires a complex combination of conceptual and methodological tools that cannot easily be reduced to the one or the other approach. Linking individual development to broader socio-political issues and vice versa with reference to concrete cases and contexts of human development brings to fruition both Vygotskian theorizing and post-structuralist analysis.

Obviously Vygotsky is not a post-structuralist — given that he was long dead around , when scholars such as Jacques Derrida, Gilles Deleuze, Michel Foucault, Julia Kristeva and others argued for epistemological uncertainty while exploring the interplay of power, difference and Otherness in human and other-than-human relationships.


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Yet, I hope that my book presents an innovative relational account of learning and human development, which can prove of particular importance for the education and development of young people — especially the marginalized ones. That much work yet remains in this area is both exciting and a challenge. In the first category I want to develop a distinctive poststructuralist approach in philosophy and education.

They provide a positive philosophical response to nihilism and to the fragmentation and dissolution of culture. For these thinkers also the question of the style of philosophy is paramount and it is productive to approach their philosophies as a kind of writing.


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Both Nietzsche and Wittgenstein adopt many different literary forms, sometimes within the same work. My publications reflect the influence of these writers. In recent years I have focused on political economy of forms of the knowledge economy with the aim of expanding the understanding of current and future possibilities based around concepts of inniovation and the learning economy, creative economy, and the open knowledge economy based on open education and open science.

As an academic writer I am a circuit for the confluence of events, forces and intellectual fashion.

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This direction has characterized a number of my recent books and contributions to books for instance, my contributions to Counternarratives which examines cultural studies and critical pedagogies in postmodern spaces. Hence, there are many books being received by PDF format. Right here websites for downloading free PDF books where you can acquire the maximum amount of knowledge as you would like.

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