Understanding the parameters of modernism and the characteristics of postmodernism has been the goal of specialists and thinkers in the modern world. In recent years, the development of these epistemological modern and postmodern parameters and characteristics has attracted the attention of educational philosophers. In this article, an effort is made to analyze the educational ideas of some very influential thinkers such as Lyotard (1979), Frazer(1989) Penely (1989)), Hirsch (1987), Rortri(2002) and Curren (2003)as the foundations of modern and postmodern eras through a descriptive method. To this end, the relevant educational epistemological approach is scrutinized by dint of concepts such as definitions, principles, aims of education, parameters of critical and 'boundary' education, curriculum development and methodologies of modernism as well as postmodernism. The findings of this article elucidated the fact that paying attention to educational pluralism, multicultural conventions, creation of probable rather than absolute and certain knowledge are the outstanding features of postmodern educations. These features can illustrate the claim for fostering active and critical citizenship in the local, national and international arenas. Moreover, the findings of this study show that the rejection of all generalization and homogeneous perceptions and appreciations of social critical discourses are the essential building blocks and important aims of postmodern education. This leads to the practice of democracy based on interdisciplinary fields rather than on separate subjects(in the postmodern era). This aim is obtainable through the interrelated networks of group learning 'at school', and the 'university of life' as a 'small community' in critical education. Such a postmodern curriculum produces rather than consumes knowledge and it is iconoclastic not conformist and structuralism. The other result gained from postmodern education is the application of hermeneutic not dilectic modernist model. Based on the post modern criteria, the system of education must distance itself from the mere utilitarian, and instrumental criteria and embrace the postmodern touchstones of the citizen's critical and democratic attitudes, and mentalities

The ethical consumer occupies a significant position in the current capitalist system as the market-based answer to a whole range of negative externalities. Unfortunately, she has been proven to behave out of sync with her ethical values and thus has been taken apart by scholars as a mere myth. Yet, businesses and politicians continue to believe in her abilities. This, we argue, is not caused by them being blind to her failures but because the category of the ethical consumer represents an ideal solution in the neoliberal discourse that embraces the holy trinity of an unregulated market, personal emancipation and the freedom of choice. Unfortunately, the ethical consumer has turned out to be a poorly suited solution to the negative externalities as ecological and social critiques continue to emerge. In response, a neocommunitarian discourse seems to gain strength, replacing the neoliberal version of the market as a bifurcation point between customers and suppliers instead bringing together businesses and consumers in a new type of network formation overcoming the bifurcation between consumers and producers.

An understanding of the definition and dynamics of time is necessary to the conception of a "postmodem" political organization. Additionally, the nuances of time illustrate the shifting role that race has and continues to play in postmodern politics. This article discusses the relationship between time, race and politics by emphasizing three primary aspects of time: time itself, as the condition for political action; timing, which expresses a particularly strategic process of political action; and being on time, which signifies the fulfillment of political strategy. This understanding of the contours of time is illustrated by the dynamics of "black politics" in the American political system, and among Democratic and Republican party organizations.

Boje feminism is an alternative to Foucault feminism. One difference is Foucault feminism is discursability formation, whereas Boje feminism is storyability formation of the body, its discipline, and the power/knowledge relationship. A second difference is where as Foucault Feminism is about micropolitics of power/knowledge, Boje Feminism is far wider focus on macropolitics, even global sociopolitics of late modern capitalism. This parallel storytelling develops the differentiation between collective memory groups (gender, race, socioeconomic, class, etc) construct out of direct experience, and what Hirsch (1999) calls 'postmemory,' such as the trauma children of survivors of Holocaust live with. My feminism enters into investigation of trauma events women endure in sweatshops is possible for me, because of its resonance with my own trauma as a soldier in the Vietnam War. I explore here why this is so for me. This article is presented in left and right column, my column and her columns. After a bit of standard introduction. the columns are meant to intervibrate, to resonate, to interpenetrate, one another, as two voices, as many voices within me and her

This paper is about estrangement, about exile: about waiting to be called into existence. Waiting. In transit. Homesick. Lost. The paper offers an attempt to examine the position of women as foreigners, as strangers in a male world. Despite the criticisms of Kristeva's work for its lack of attention to class, gender and race, her ideas have currency for the examination of these areas. Other criticisms have mentioned the extent to which she deals with her own subjectivity in her writing. However, this seems to be a very unreasonable criticism. It is precisely Kristeva's own experiences which makes her supremely capable of this particular analysis and, for me, it works to open up not only a gendered space but also a class wound.

This paper is about estrangement, about exile: about waiting to be called into existence. Waiting. In transit. Homesick. Lost. The paper offers an attempt to examine the position of women as foreigners, as strangers in a male world. Despite the criticisms of Kristeva's work for its lack of attention to class, gender and race, her ideas have currency for the examination of these areas. Other criticisms have mentioned the extent to which she deals with her own subjectivity in her writing. However, this seems to be a very unreasonable criticism. It is precisely Kristeva's own experiences which makes her supremely capable of this particular analysis and, for me, it works to open up not only a gendered space but also a class wound.

A consultant and lead client discuss the rationale and process for an organization-wide diversity initiative in a national political organization. Approaches and models used to address systemic organization change for racial inclusion in a social justice framework are reviewed. Discussion of initial results, including emerging cultural change and ancillary benefits of the initiative follow. The authors conclude with challenges and expectations for expanding the change into programmatic work and for sustainability.

This article examines whether organization development and diversity consulting have the capacity to foster and sustain systemic change for social justice in organizations in the United States. In a number of her speeches and essays, Audre Lorde made the powerful statement that “the master’s tools will never dismantle the master’s house.” My premise is that systemic racism and oppression in organizations (the “master’s house) was built with and continues to be maintained by the ideologies of materialism and white supremacy. My conclusion is that to achieve sustained systemic change for social justice we need to replace these ideologies and return to pre-existing belief systems of spirituality and interdependence so as to bring about true justice and equity.

What does consulting and teaching look like from the sociopolitical spaces of privilege, ambivalence and oppression? Giving voice to visible social identities is explored through narrative exploration of teacher and student voices. Who can raise these issues and who cannot? Pedagogically, how can and should we as trainers address these issues? We discuss consulting and teaching about privilege and oppression across race, ethnicity and gender in psychology programs at urban universities in eastern and western United States. The three issues explored include: a) teaching about privilege and oppression from a visibly privileged social identity; b) acknowledging the ambiguities of privilege and oppression of minorities and immigrants from a sociopolitical space of ambivalence; and c) mentoring and modeling on issues of privilege and oppression from a visibly oppressed social identity. Consulting from this postmodernist perspective is different and more effective when members of all level of the organizations embrace readiness, patience and commitment toward organizational change. This approach is more aligned with the current shifts towards globalization and diversification occurring within organizations today.

Analyzing discourses is potentially a very powerful method for social research, and any such analysis should have a powerful voice, but to be truly powerful it must be able to have something to contribute towards policy. In this paper I reflect on discourse analysis broadly and how it might engage policy makers more fully. The paper suggests why policy-makers in Western nations might not listen to, or resist the demonstration of how discursive forces shape their experiences and indeed their understanding of the plight of refugees. This problem can be traced to Western society’s reliance on a discourse of modernism which conflicts with policy-makers need to critically examine issues of inclusion, racism and integration as a result of large refugee intakes. As analysts we need to make sure we too move to something postmodern, and rather than a broad attack on policy-makers we need to find a way to engage new inclusive discourses to unpack discursive instances in local settings in a collaborative fashion and allow a space for policy-makers to not only read and act on the discursive research findings, but engage in the very tenets of social ‘constructionism’.

Organizations are sometimes said to be overly rational, and it is argued that more attention should be given to the soft side, including feelings and emotions. In the same vain it is said that creativity and rationality do not match. On the other hand however, one can trace the idea of organizations being less rational than supposed. This paper explores the view that ‘excess of …’ can only be evaluated on the basis of a nuanced view of rationality and an adequate insight into the relationship of rationality, emotions/feeling and creativity. A philosophical perspective is helpful in this. It will be argued that various forms of rationality are to be distinguished.

A theoretical perspective has been developed in Brazil, based on literary criticism and psychoanalysis, which proposes that there is a “perverse” subjectivity in Brazilians, in contrast to the classic European neurotics. Such subjectivity, forged throughout the 19th century, comes from the shaping of different social systems, as a function of the way in which Modernity was installed as a project. From literary pages to an academic interpretation of Brazil, this results in a country of contrasts, in which the “myth” of “cordial man”, which defines the Brazilian people as being generous and placid, is mixed with the harsh reality of its social inequality and violence. In the field of alterity, while internally such contrasts lead to a relationship that annuls the difference, the invisibility of the “other”, externally the relationship with foreigners is one of full acceptance that everything comes from outside, even in the field of ideas, the impacts of which are felt, for example, in Brazil’s business administration schools that are totally influenced by the American model. Starting with a reconstitution of the objective shaping of “perverse Brazil”, supported by both Brazilian and international works from the philosophic, psychoanalytical and literary fields, this article intends to show how, paradoxically, a contemporary reflection has been developing that points to the perversion of advanced modern societies, which leads to a questioning of why, despite such different cultural bases, these societies are also pointed out as being perverse nowadays. Although it is not intended to reach any definitive conclusions, this article starts from the hypothesis that this happened because local perverse features embraced universal enlightenment ideals that proved to be unsustainable with the globalization process of the modern capitalist project.

This paper takes up the self-construction of the social roles of Polish IT professionals. We conducted an ethnographic study and observed that many of our interviewees defined their roles by negation and by invoking the internal and often hermetic aspects of their profession. Labeling this practice “holding up the shield,” we trace its archetypical roots. The recurrent use of this practice makes a change in agency in the process of constructing the role possible, to the benefit of the IT professionals.

This paper describes how two professors struggled with traditional and non-traditional approaches to scholarship in order to understand how they could best serve students in a new secondary school (grades 6-12) while fulfilling expectations for tenure and promotion. Using methods related to reflexive autoethnography, the authors explore the rewards and challenges of building a partnership between a college and school that enabled the development of a comprehensive and systemic college and career readiness program called the Career Institute (CI). The professors explore the tensions that arose when they tried to both build and study this program. Over time, the professors realized that in order for the program to be important and meaningful for students, they themselves needed to develop a non-traditional approach to scholarship that was engaged, responsive, and service-oriented. Accordingly, they developed a model from which to theorize about the goals and aims of community-engaged scholarship: “Community-engaged scholarship” creates, explores and extends research as it is valued by, valued for, and valued with.