Ironic understanding, ironic validity, ironic pedagogy?: What does a postmodern ethic offer?

In consonance with the postmodern turn, Kieran Egan describes 'ironic understanding' as a learning orientation that is about coming to appreciate the 'limits of theory', 'reflexivity and identity', and 'radical epistemic doubt'. Patti Lather, describes 'ironic validity', in respect of a research orientation, as 'foregrounding the insufficiencies of language', 'producing truth as a problem', 'resisting the hold of the real'. Similar in their thrust, these perspectives bring into focus ambiguity, paradox and contradiction and undermine the 'lure of certainty' that sustains modernity.

For teachers, educators, and researchers, embracing contradiction and paradox ensures vulnerability and dilemma in enacting 'ironic pedagogy' as lived curriculum. Within such a postmodern sensibility, can we, how do we, arrive at a sustainable ethic of pedagogic engagement and practice?

About Dalene:

Dalene holds a B.Sc. (Mathematics), Higher Diploma in Education, B.Ed. and M.Ed. from the University of Cape Town, and a Ph.D. in Curriculum Studies and Mathematics Education from the University of British Columbia. She also completed a Teacher’s Licentiate Diploma in Speech and Drama from Trinity College, London, and an Advanced Certificate in Ballet from the Royal Academy of Dance. She has published locally and internationally, and received four prestigious Canadian and international awards in Qualitative Research and Curriculum Studies for her doctoral research.