Deciphering Attempts to Decipher Postmodern Educational Research

Bibliographic Data

ID9733820
AuthorsWanda S Pillow (0000-0003-2262-3420, corresponding author)
Year2000
Volume29
Issue5
Pages21-24
Publication date2000-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x029005021
OpenAlexW2074481826
LanguageEN
Citations received21
References cited28

Of course when women practice pissed criticism, they're accused of being incontinent1 —Lee Quinby (1994, p. 131) E ducational Researcher has recently published several articles focusing on postmodernism and research that have sought to clarify and contain postmodernism (Constas 1998a, 1998b; Howe, 1998). The tone of these articles invokes a form of "epidemic logic" (Singer, 1993) promoting the idea that postmodernism has infiltrated the acad-emy like a virus and infected educa-tional theorists with varied ill effects. Some theorists (paraphrasing the "three kinds of responses " outlined by Constas (1998a) exhibit symptoms such as speaking gibberish, while others wan-der aimlessly (and meaninglessly), and still others are in a state of paralysis. Mark Constas (1998a) laments the in-comprehension of this "state of transi-tion " brought on by postmodernism while Kenneth Howe (1998) more dramatically points to the "pretty treacherous conceptual ground " (p. 13) educational researchers now find them-selves on. Here I decipher continued calls for clarity surrounding postmod-ern theory in education focusing par-ticularly upon Constas's (1998a) article

Bioinformatics · Biology · DECIPHER · Educational research · Epistemology · Mathematics education · Postmodernism · Sociology · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Philosophy · Psychology

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