The Postmodern Curriculum in a Modern Classroom

Abstract

This article is intended to formulate several points of interest in the study of various forms postmodern curricula take in our contemporary classrooms. A critical look at the state of the latter poses the question of accommodating the needs of an increasingly diverse student population. The answer lies in curriculum negotiations (Hyun, 2006) representing sustainable adaptability. However, in an era of accountability that prescribes the structure and sequence of curriculum, our schools (perceived as a social system) lag behind. Therefore, the connection our students develop among truth, knowledge, value, and their own petits récits – personal texts that weave the web of their public lives in and outside of schools – represents the focus of future research into effective design, implementation, and evaluation of inclusive and student-centered curricula.