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After completing the weekly readings, provide a thorough response in your own words to the weekly questions posted below. Please make sure you submit a one-word document with all your answers. A minimum of 550 words and a maximum of 700 words (font size 12, single-spaced) are required for each complete assignment. Please follow APA format in your work. Please remember to include one or two sentences identifying the habits of mind Links to an external site.you have used to promote the reflection of the readings.

From Aronowitz and Giroux Chapter 3:

After reading the chapter, identify 3 artifacts in the form of lyrics, poems, pictures, etc. that embody and/or represent your own definition of postmodernism and its influence (Make sure you provide an explanation of why you chose each artifacts), and (2) Reflect and evaluate the three postmodern problematics discussed in the chapter (do you see any of those problematics in today’ school system?)

From Aronowitz and Giroux Chapter 5:
How is border pedagogy related to postmodernism?, and (2) evaluate how border pedagogy can help teachers to become agents of difference (provide specific examples).

From Tyack and Cuban Chapter 2:
Explain and evaluate the relationship between policy cycles and institutional trends described by the authors.

  • Tyack & Cuban: Tinkering Toward Utopia,
    • Chapter 2

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24. Juno Jordan, ()n C.111/: 1101/t/, u/ I NN,1y, (llmli111 ‘” ,1111, I lttl It I 1f1 I, 111
2~. The no~ion. of litorac~ n~ , form of rnll 111 ,1I polllli – 1111,1 , 111111 .. 11, 1 p,lll lt 111,11 11.,ct

gog,cal practice Is most evident in the works o f f’,Hdo 11 11111, ,.,., 1111 , •~~lllfilo, l’,ill ln
re1r:, Pedagogy of the Oppressed, trans. Myra Uorgman 11,111 11,~ (Nnw Ymk : ~IH•i>III )
ress, _1968); Paulo Fre,re and Donaldo Macedo, Literacy: Rc11tllnH !ho l\nd and r/11,

orld LSouth Hadley, Mass.: Bergin & Garvey, 1987).
26. Jordan, On Cati, 29.

27. Martha Nus.sba~m’s comment on the narrowness of Bloom’s reading of the fruit~
f Western c1vrl1zatton Is worth repeating:

His special love for these books fthe old Great Books of the ancient
philosophers] has certainly prevented him from attending to works of
literature and phi losophy that lie outside the tradition they began. for he
makes the remarkable claim that “onlv in the Western nations i e th · fl , , .•, ose
in uence~ by Greek philosophy, is there some w ill ingness to doubt the
1den1_1f1cat1on of the good with one’s own way.” This statement shows a
startling ignorance of the critical and rational ist tradition in classical
Indian tho.ugh!, of the arguments of classical Chinese thinkers, and
beyond this, of countless examples of philosophical and
nonphilosophical self-criticism from many parts of the world.
(Nussbaum, “Undemocratic Vistas,” 22)





Genealogical practice transforms history
from a judgment on the past in the name ofa
present truth to a “counter-memory” that
combats our current modes of truth and jus­
tice, helping us to understand and change
the present byplacing it in a n ew relation to
the past.
Jonathan Arac, Postmodernism and Politics

The Crisis of Modernism in the Postmodern Age

Educational theory and practice have always been strongly wedded to
the language and assumptions of modernism. Educato rs as d iverse as
John Dewey (1916), Ralph Tyler (1950), Herb Gintis (Bowles and Gintis,
1976), John Goodlad (1984), and Martin Carnoy (Carnoy and Levin,
1985) have shared a faith in those modernist ideals that stress the ca­
pacity of individuals to think critically, to exercise social responsibility,
and to remake the world in the interest of the Enlightenment dream of
reason and freedom. Central to th is view of education and modernity
has been an abiding faith in the ability of individuals to situate them­
selves as self-motivating subjects within the wider discourse of pub lic
life. For many educators, modernism is synonymous w ith ”the contin­
ual progress o f the sciences and of techn iques, the rational division of
industrial work, and the intensification of human labor and of

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