Download e-book for iPad: Knowledge and Critical Pedagogy: An Introduction by Joe L. Kincheloe

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Extra resources for Knowledge and Critical Pedagogy: An Introduction (Explorations of Educational Purpose)

Sample text

Here childhood (in the same manner as limestone or the chemical composition of salt) is assumed to be a f ixed, never changing concept. Of course, such an epistemological stance doesn’t account for the ever-changing nature of the world and the observers who study it. Decontextualized—constructed by researchers who ha ve removed a phenomenon from the di verse contexts of which it is a part and that grant it meaning. Q. test—the kno wledge produced is distorted as it gi ves a misleading partial picture.

The Western world at this historical point in time is lik e a man leaning back in his chair as it slips out from under him. Please, give the man another Prozac to help dull that panicky feeling in his guts. The old order is now at the beginning of its end. S. w allows in a neo-conserv ative fundamentalist militaristic haze, but we all understand the cliché about the darkest hour. Rethinking 22 1 Introduction: What We Call Knowledge Is Complicated and Harbors the w ay we produce kno wledge and understanding the process by which such informational distortion deforms our perception of self and w orld may be the most practical ways to hasten the crack of that ne w dawn.

Thus, via Derrida’s deconstruction, we disrupt the tyrann y of the “of ficial text”—the fixing of meaning. As critical epistemologists and educators, we undermine the po wer of the author or the supervisor or the de veloper of educational polic y or the curriculummaker to impose authoritarian meaning. If we are unaware of Derrida’s deconstruction, we are vulnerable to the seduction of the traditional vie w of language as a neutral message system. FIDUR OD in its reductionism re gards language as a transparent medium through which students and teachers talk to one another from unproblematized abstract selves—their identities are not socially constructed, the y are totally separate from the social, cultural and historical conte xts in which they developed.

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