POSTMODERNISM Post-fordism and education
Postmodernism
• Postmodernism is based on the view that society has entered a new phase.
• Fragmentation.
• Death of the meta-narrative.
• Flexibility.
• Relativity of truth.
Postmodernism
In a diverse fragmented society people can ‘pick and mix’ identity.
Post-Fordism
Fordism = assembly line mass production
Post-Fordism
We have largely shifted away from this type of production.
New technology and electronic media has had a huge impact.
Production now based on ‘Flexible Specialisation’
This calls for a different kind of worker.
Post-Fordism
Fordism Post-Fordism
Work Low level of skillRoutine, repetitive work
Skilled, adaptable workforceTransferable skills
School Inequality is necessary(Bowles and Gintis)
Self-motivationSelf-supervisionCreativityTransferable skills
Education is moving towards education being customised for the individual.
Usher and Thompson (1997)
Modern Postmodern
Education controlled by state Controlled by communties
One size fits all Diverse and customised
Fixed in time (strict timetable) Flexible (distance learning)
Fixed period in life Lifelong learning
Teacher led – students passive Active learners, learning through
experience
Usher and Thompson (1997)
Reject Bowles and Gintis idea that inequality is fundamental to society and that education reproduces inequality.
The correspondence principle no longer operates.
Evaluation of Postmodernism
• Exaggeration of the extent of diversity• National curriculum is still one size
fits all.
• Ignores the continuing importance of inequality in education.