Theorizing Dialogue among Various Voices in Critical Theory

Abstract

We may judge theories and discourse in early childhood and human capital by how useful they are for explaining practice and not how abstruse they are. Given expanding alignments of knowledge, technology, and critique, one grand counter narrative could not satisfy our needs (Lyotard, 1984). The aims of educational inquiry may be understood by developing frameworks of dimensionality recognizing hybrid or overlapping social theories. The palimpsest process of history shows how the paradigm shifts of theoretical legacies position us now to unpack our contemporary moment and to propose paths for future social practice.