Conceptualizations of childhood, pedagogy and educational research in the postmodern : A critical interpretation
Over the last fifty years the debate between modernism and postmodernism has surfaced in the disciplines of social sciences. Epistemologically, there is a shift away from the concept of a “found” world, “out there”, objective, knowable and factual, towards a concept of “constructed” worlds, thus problematizing postulates based on the autonomous, stable, unified, essentialized, coherent and integra
