The sureness of the modern educational project has been undermined by shifting epistemological
and material conditions. The shift from modernity to postmodernity develops its own
incongruencies and anomalies as well as highlighting those extant during modernity. Institutions
like British Columbia's community colleges cling to the artifacts of modernity, leaving
postmodern environments and discourse unacknowledged.
This study applies rhetorical strategies, devices and the methodologies of literature and
poststructural social studies, including the use of deliberate ambiguity and unstable signification,
to write in opposition to the plain prose privileged by the technical instrumentality of mainstream
adult education discourse in the North American academy. This de-centring of traditional
academic discourse reframes and challenges prevailing constructions of Canada, education in
Canada and community colleges in British Columbia.
Exhuming and exposing some of the operational myths of modernity as they found expression
in Canada through academic discourse and quotidian practice while offering an alternate story
is the means by which my narrative proceeds. This re-storying, in turn, is used as a strategy to
challenge modern mainstream educational and educational administrative practice, while
attempting to normalize ways of seeing community colleges in British Columbia based outside
of modernist orthodoxies. / Education, Faculty of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/5191 |
| Date | 11 1900 |
| Creators | Falk, Cliff |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 15878457 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
Page generated in 0.002 seconds