Emancipatory aspirations in a postmodern era

Abstract

This paper describes three perspectives on change – technical, interpretive/post‐structuralist and critical. I make an argument for the continuing relevance of critical perspectives in education, which engage all of us as active participants in the process of educational change, and which may still offer us ways of responding to the challenges of the present ‘postmodern’ era. © 1995 Taylor and Francis Group, LLC.