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Fine. Albany, New York: State University of New York Press, January 1991. Trade P aperback. Fine. Interior pristine. Spine straight, tight and uncreased. Cov ers clean and bright. Not from a library. No remainder mark. This book introduces central assumptions that govern postmodern and feminis t theory, offering educators a language to create new ways of conceiving pe dagogy and its relationship to social, cultural, and intellectual life. It challenges some of the major categories and practices that have dominated e ducational 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 separ atism characteristic of some versions of cultural feminism, the contributor s take a political stand rooted in concern with cultural and social justice. In so doing, these essays represent a linguistic shift regarding how we t hink about ethics, foundationalism, difference, and culture. The selections present a concern with developing a language that is critical of master na rratives, racism, sexism, and those technologies of power in schools that s ubjugate, 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 themselv.
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