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.