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Beyond Monologue Toward Dialogue: Understanding a Pedagogy of Responsibility in Postmodern Perspectives

Hae-Ryung Yeu
한국유아교육학회 (The Korean Society For Early Childhood Education)|2006.12|International Journal of Early Childhood Education|제12권 제2호|pp. 29-53

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참고문헌

주제분류교육학

초록

Abstract

It is attempted in this study to explore a possible direction of postmodern pedagogy going beyond modernist paradigm of theorizing in early childhood education. The study is philosophically guided by the key thoughts of Derrida, Foucault, Deleuze, who have proposed the postmodern ethics of difference, diversity, care, connection, and relationship. Universalist and truth-seeking claims of modernist logic, such as those of developmentalism, are analyzed to be the forms of monologue, whereas the pedagogy responding to difference and relationship is conceptualized as a pedagogy of response-ability, in other words, the genuine form of dialogue. Simple negation of development theory is also critically examined as being caught up in the bi-univocal dilemma of monologue. Instead, it is suggested that we need to create the third space between as the deep ethical ground for dialogical pedagogy. It would be the site of living pedagogy where differentiated thinking and active meaning-making are encouraged and exercised at multiple levels. Conclusion is made with the emphasis on the empowerment of teachers and children, who practice everyday their own tacts of teaching and learning in ever-sincere manner to the Otherness of given situation. A direction of postmodern pedagogy can be vividly concretized in this “repetition of difference,” which is the pedagogy of responsibility.

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