Following a brief situation of the concerns of post-structuralism in relation to those of structuralism and postmodernism, this article considers, primarily through an engagement with positions taken by Michel Foucault with respect to language, knowledge, truth, power, subjectivity, identity, and critique, the implications of post-structuralism for education. It then describes recent theoretical developments in critical pedagogy under the influence of post-structuralism and feminism, and concludes with a brief consideration of some of the theoretical inconsistencies and continuing challenges faced by post-structuralist theorizations of education.
|Title of host publication||International Encyclopedia of Education|
|Editors||Penelope Peterson, Eva Baker, Barry McGaw|
|Number of pages||12|
|Publication status||Published - 2010|