Introduction to Curriculum Development and Postmodernity

This postmodern shift involves rethinking some very sacred beliefs and structures that have been firmly entrenched in human consciousness for at least the past five hundred years. . . . humanity is moving to a new zone of cognition with an expanded concept of the self-in-relation" (p. 17). In this regard, postmodernism offers an explanation for the breakdown in the meta-narrative of history, to make room for non-mainstream viewpoints from multi-cultural perspectives. The shift, from a mono-cultural approach to education, to a multi-cultural approach carries with it curricular approaches in which learners are encouraged to construct meaning grounded in relationships of self to others, self to knowledge, self to nature. Emerging curriculum models emphasize interdisciplinary courses, open-ended systems, intergenerational and interprofessional relationships, socratic dialogue, multi-dimensional assessments. Technology is viewed as a useful tool in helping teachers facilitate and implement these new curriculums.

In short, postmodernism regards the world as an organism rather than as a machine, the earth as a home rather than as a functional possession, and persons as interdependent rather than as isolated and independent.