Detailed discourse analysis is presented for two articles that suggest that postmodernism has little to offer comparative education and should be resisted. The two texts, focusing on postmodernism as the antithesis of comparative education and on the “lost promise” of postmodernism, demonstrate the use of language to convey messages that limit or control the meaning of postmodernism or its application, or that construct the boundaries of comparative education.
Postmodernism Debates and Comparative Education: A Critical Discourse Analysis
Comparative Education Review
Issue 47, no. 2 : 238-255.
Authors: Sonia Mehta and Peter Ninnes