Why do postmodern philosophers question objectivity and power in educational theory?

Postmodern philosophers question objectivity and power in educational theory because they argue that these concepts are not neutral or universal, but are instead deeply embedded in historical and political contexts.1

Challenging Objectivity and Truth

Postmodernists challenge the possibility of objective truth and the neutrality of reason. They contend that what is presented as "objective" knowledge often functions as a "grand narrative"—a framework that reflects the specific worldviews, values, and interests of dominant social groups. By questioning the stability of meaning, they suggest that educational theories are not impartial descriptions of reality but are shaped by the particular historical circumstances in which they arise.1

The Intertwining of Power and Knowledge

A central focus of this critique is the concept of power-knowledge (pouvoir-savoir), notably developed by Michel Foucault. Postmodernists argue that:32
* Social Construction: Structures of power do not merely influence education; they actively construct the identities, desires, and knowledge of individuals within institutions like schools, prisons, and hospitals.2
* Legitimation: Discursive regimes and educational practices often serve to reinforce and legitimate existing power structures, effectively marginalizing groups that have been traditionally excluded from educational thinking.13

By exposing these relations, postmodernists aim to reveal how education is inherently political, challenging the assumption that universal educational ideals can exist independent of power.1