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Article: Beyond progressive liberalism and cultural relativism: Towards critical postmodernist, sociohistorically situated perspectives in classroom studies

TitleBeyond progressive liberalism and cultural relativism: Towards critical postmodernist, sociohistorically situated perspectives in classroom studies
Authors
Issue Date2002
Citation
Canadian Modern Language Review, 2002, v. 59 n. 1, p. 97-124 How to Cite?
AbstractIn this paper we propose that classroom studies in the TESOL field tend to subscribe to either of the following two normative orders: (a) progressive liberalism, and (b) cultural relativism, without reflexively recognizing and meta-analysing these normative frameworks and their social, historical, and political situatedness. Drawing on Foucault's (1981) methods of historical excavation, we attempt a critical analysis of the socio-historical situatedness of these modernist normative orders. By building on relational analysis from critical educational studies (Apple, 1999), critical ethnography (Canagarajah, 1993; Chick, 1996; Kumaravadivelu, 1999; Pennycook, 2001), and the theory and method of articulation from cultural studies (Slack, 1996), we propose critical postmodernist, socio-historically situated perspectives in classroom studies and educational research as alternatives that break away from the modernist determinism of reproduction theories on the one hand, and radical postmodernist relativism on the other. We illustrate how such perspectives can contribute to our understanding of classroom practices with two classroom examples from Hong Kong schools, and we attempt to show the potential of these perspectives for contributing to the opening up of possibilities for change.
Persistent Identifierhttp://hdl.handle.net/10722/92425
ISSN
2015 Impact Factor: 0.538
2015 SCImago Journal Rankings: 0.570
References

 

DC FieldValueLanguage
dc.contributor.authorLin, Aen_HK
dc.contributor.authorLuk, Jen_HK
dc.date.accessioned2010-09-17T10:45:45Z-
dc.date.available2010-09-17T10:45:45Z-
dc.date.issued2002en_HK
dc.identifier.citationCanadian Modern Language Review, 2002, v. 59 n. 1, p. 97-124en_HK
dc.identifier.issn0008-4506en_HK
dc.identifier.urihttp://hdl.handle.net/10722/92425-
dc.description.abstractIn this paper we propose that classroom studies in the TESOL field tend to subscribe to either of the following two normative orders: (a) progressive liberalism, and (b) cultural relativism, without reflexively recognizing and meta-analysing these normative frameworks and their social, historical, and political situatedness. Drawing on Foucault's (1981) methods of historical excavation, we attempt a critical analysis of the socio-historical situatedness of these modernist normative orders. By building on relational analysis from critical educational studies (Apple, 1999), critical ethnography (Canagarajah, 1993; Chick, 1996; Kumaravadivelu, 1999; Pennycook, 2001), and the theory and method of articulation from cultural studies (Slack, 1996), we propose critical postmodernist, socio-historically situated perspectives in classroom studies and educational research as alternatives that break away from the modernist determinism of reproduction theories on the one hand, and radical postmodernist relativism on the other. We illustrate how such perspectives can contribute to our understanding of classroom practices with two classroom examples from Hong Kong schools, and we attempt to show the potential of these perspectives for contributing to the opening up of possibilities for change.en_HK
dc.languageengen_HK
dc.relation.ispartofCanadian Modern Language Reviewen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleBeyond progressive liberalism and cultural relativism: Towards critical postmodernist, sociohistorically situated perspectives in classroom studiesen_HK
dc.typeArticleen_HK
dc.identifier.emailLin, A: angellin@hku.hken_HK
dc.identifier.emailLuk, J: lukcmj@hkucc.hku.hken_HK
dc.identifier.authorityLin, A=rp01355en_HK
dc.identifier.authorityLuk, J=rp00931en_HK
dc.description.naturepostprint-
dc.identifier.scopuseid_2-s2.0-0038891703en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0038891703&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume59en_HK
dc.identifier.issue1en_HK
dc.identifier.spage97en_HK
dc.identifier.epage124en_HK
dc.identifier.scopusauthoridLin, A=7402060858en_HK
dc.identifier.scopusauthoridLuk, J=7006777792en_HK

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