Postmodernism and the approach to writing in Irish primary education

Abstract

In attempting to define postmodernism, many search for a ‘neat central core’ (Beck, 1993) thus attempting to universalize all postmodern theories and operate ‘within the modern obsession with control and reason’ (Slattery, 2000: 137). In this article, I refrain from attempting a universal definition, but instead present an exploration of the most commonly identified features which contribute to a broad understanding of the phenomenon known as postmodernism. Following this exploration, I examine the approach to writing advocated in the Irish Primary curriculum, which incorporates a number of principles that find a resonance in postmodern philosophy. Three of the more significant of these principles are looked at in detail: ‘the process of writing is as important as the product’,‘children will have significant control over the subject of their writing’, and ‘the teacher will act as mentor and guide in the process’.