POSTMODERN PEDAGOGY
REWRITING THE RULES OF LEARNING AND TEACHING
DOI:
https://doi.org/10.18316/rcd.v17i45.12450Palabras clave:
Postmodernism, Deconstruction in Education, Dialogic Pedagogy, Educational Equity, Digital Learning, Critical PedagogyResumen
Traditional education has long been built on modernist principles that emphasize objectivity, rationality, and hierarchical structures. However, postmodernist thought, particularly through the lens of Jacques Derrida’s deconstruction, challenges these foundational assumptions by revealing the inherent power dynamics, exclusions, and biases embedded within educational systems. This article critically examines how deconstruction can be applied to education to create more equitable, inclusive, and context-sensitive learning environments. By questioning dominant narratives, rethinking pedagogical approaches, decentralizing curricula, and integrating dialogic and digital methodologies, this paper argues for a transformation in education that moves beyond rigid, prescriptive frameworks. Through an exploration of philosophical perspectives and practical strategies, this study demonstrates how postmodern critiques can reshape education to be more adaptive, participatory, and socially just in the 21st century.
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Derechos de autor 2025 Ufuk Özen Baykent
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