Postmodernism in Literature and Education
Research Guide

Lyotard et al. (1984) define postmodernism as the aftermath of the modern industrial age, extending analysis to the status of science, technology, arts, technocracy, and information flow. The work, published in Poetics Today with 14,648 citations, diagnoses knowledge production in the late twentieth century. It influences literature and education by questioning grand narratives in pedagogy and narrative theory.

Lather (1993) in 'Fertile Obsession: Validity After Poststructuralism,' published in Sociological Quarterly with 920 citations, describes postmodernism as developing new rhetorics of science and stories of knowledge 'after truth' without guarantees or method. Researchers must invent through endless stories. This applies to education by challenging traditional validity in pedagogical studies.

Stock (2020) in 'The postmodern condition: a report on knowledge,' published in Educational Review with 924 citations, presents Lyotard’s text as a diagnosis of knowledge production status in the late twentieth century. It yields thinking about truth in postmodern contexts. The paper directly connects to education by rethinking pedagogical truth claims.

Fırat et al. (1995) in 'Marketing in a postmodern world,' published in European Journal of Marketing with 550 citations, argue for reconsidering market, consumer, and practice conceptions in the shift to postmodernity. This extends to educational media and cultural pedagogy. Postmodern themes prompt new narrative approaches in literacy education.

Mountz et al. (2015) in 'For Slow Scholarship: A Feminist Politics of Resistance through Collective Action in the Neoliberal University,' with 798 citations, address neoliberal demands on productivity. They propose feminist ethics of care via slow scholarship. This resists postmodern critiques of accelerated knowledge in educational settings.