1. A Critical Postmodern Approach to Education 1

2. Constructed by: Brady Gallego Master’s Candidate California State University, San Bernardino 2

3.  What is the connection between Education and Social Transformation? 3

4.  Philosophy of education.  Connections between education and the power structure of society.  Philosophy of education behind public school reform.  Propaganda knowledge and propaganda education.  Counter-propaganda knowledge and counter- propaganda education. 4

5.  What is philosophy of education?  What is the power structure of society?  What connections are there between this structure and public education?  What is the philosophy of education behind contemporary public school reform?  What makes knowledge or information propaganda?  What could be considered propaganda education? 5

6.  What makes knowledge or information counter-propaganda?  What could be considered counter-propaganda education?  We will further discuss each of these questions one by one throughout this presentation. 6

7.  We can all agree that education is important.  But the next question becomes: why is it important?  Or to be more specific: what do we think that education from preschool through university level is supposed to accomplish for society? 7

8.  The answer that you give to the previous question may be fundamental to your philosophy of education.  What can we say that a philosophy of education concerns? 8

9.  Often philosophy of education is thought to be a plan that a school has for how they are going to teach the curriculum.  However, a philosophy of education could also include ideas on the political value and function of public education in society. 9

10.  When we answer the question what we want education to accomplish in society, we often find that our answers fit into political categories/ideologies. 10

11. Conservative philosophy of education often includes an emphasis on ideas like:  Technical/vocational education.  Teacher accountability.  Test-preparation curriculum.  Access to private and charter schools. 11

12. Progressive philosophy of education often includes an emphasis on ideas like:  Preparing students for political participation.  Uncovering conservative ideology in the curriculum.  Education as a force for greater economic equality.  Creating awareness of political repression. 12

13.  School districts, principals, teachers and parents often assume that public education is and should be ideologically neutral.  Discussion Question: is public education ideologically neutral? Can public education be ideologically neutral? 13

14.  A critical postmodern philosophy of education would try to bring together a postmodern and a progressive philosophy of education.  Postmodern philosophy emphasizes the relationship between power and knowledge.  Discussion Question: in what ways does public school education reflect a relationship between power and knowledge? 14

15.  In constructing an educational philosophy that combines progressive and postmodern perspectives there seems to be a conflict voiced in the statements:  Postmodern theory is the same as political and moral relativism.  Postmodern theory is essentially conservative.  Postmodern doesn’t mean anything.  Postmodern theory is too complicated for young students. 15

16.  This philosophy seeks to combine the two theories and resolve the objections. It does this through: A. Creating a political epistemology. B. Connecting propaganda knowledge to the power structure. A. Focusing on objectivism. B. Counter-propaganda knowledge construction. 16

17.  Power helps to define what is and is not knowledge. Political and economic power structures play a role in this knowledge production because knowledge is able to function as propaganda.  How would you define propaganda knowledge and what are the ways it is created and transferred? 17

18.  Propaganda knowledge is connected to the power structure because it affirms the power structure.  In what ways can knowledge and information affirm the power structure of society? 18

19.  There is a subtle but important difference between objectivism and objectivity:  Objectivity = an attempt to limit subjectivity in knowledge production.  Objectivism = a lack of acknowledgement of the subjectivity in knowledge production.  What role does objectivism play in the persuasiveness of propaganda knowledge? 19

20.  Critical postmodern philosophy attempts to deconstruct objectivism in propaganda knowledge in order to construct what could be called counter-propaganda knowledge.  How can counter-propaganda be created by deconstructing and reconstructing propaganda? 20

21.  Often traditional history writing has served as a form of propaganda knowledge that promotes the power structure of society.  Discussion question: how has history been written at times to promote the power structure of society?  What part might objectivism play in the ability of this history to propagandize? 21

22.  Some progressive history writing could be seen as a form of counter-propaganda knowledge that confronts the power structure of society.  Discussion question: what aspects of progressive history narratives demonstrate confrontation with the power structure of society?  Is there a difference in these narratives from traditional history when it comes to objectivism? 22

23.  Here are some further questions that one could ask when evaluating knowledge as propaganda or counter-propaganda:  1. Does this statement or narrative promote imperialism, colonialism, racism, classism, militarism? If it does then it is likely propaganda.  2. Does this statement or narrative promote conservation of social hierarchies? If it does then it is likely propaganda. 23

24.  In a critical postmodern philosophy of education, public education often functions as an institution for dissemination of propaganda knowledge.  Discussion question: in what ways could public education function as propaganda education? 24

25.  In a critical postmodern philosophy of education, transforming public education into a counter-propaganda institution could transform society.  Discussion question: how could teachers and students work together to disclose objectivism and propaganda as well as construct counter- propaganda knowledge in the classroom? 25

26.  History has been used in this presentation as a possible illustration of propaganda knowledge; in the same way, history education could be illustrative of a form of propaganda education.  Discuss question: what might be some dangers of students learning history narratives that promote the power structure of society? 26

27.  Applying a critical postmodern approach to counter-propaganda knowledge construction could transform history education.  Discussion question: how could teachers facilitate students learning history in a way that confronts the power structure of society?  What might be the potential benefits for the students of this form of history education? 27

28.  Clearly, full application of these ideas to correctional education would merit a whole other presentation.  However, some basic discussion points could be mentioned:  1. In what sense might correctional education function as propaganda education? 28

29.  2. How does correctional education fit into the rest of prison and criminal justice system and its relationship to the power structure of society?  3. How might correctional educational be transformed to function as counter-propaganda education?  4. What be some of the societal implications of correctional education functioning as counter- propaganda education? 29

30.  This presentation has discussed philosophy of education and argued for the potential of a critical postmodern philosophy of education to transform public education and society. In conclusion, the task of educators can not merely be seen as passing on knowledge but rather this task should include the improvement of society by preparing students to become transformative citizens. 30