| Summary: | Converging on that which pertains to educational theory and philosophy
in the corpus of Jacques Derrida, the specificity of detail to be found in its
rereading that follows, illustrates, by example, how the textuality-based
machinations of deconstruction can offer a profound resistance to the
instruments of domination embedded within the methodico-institutional
praxeology of teaching-learning. Furthermore, how it can provide an
effective manner for undoing the ethical substrata reinforcing the politics of
educational theory and practice that suffuse the discursive gradients of
concepts such as "freedom," "truth," "reason," or "humanity," and so on with
ideological significance.
To examine this thematization of the ethico-political focus of
deconstruction with respect to issues of educational theory and practice in
general, the "philosophico-methodological" approach I take relies, more or
less, on an actively interpretative instance of the moment of reading as
writing. That is, the "formativity" of the textual production is attuned to the
complexity of the thinking-through and working-out, a thinking-workingthrough-
out, of the act of meaning-making itself. Respecting the "exigencies"
of a classical protocol of reading, the modality of the writing—its
philosophical emphasis and style—integrates and establishes associative links
to the terms of deconstruction by forcing reflection upon the objectifiable
values of the meaning of itself, attempting to come to an understanding of
the significance of Derrida's texts for actualizing a positive transformation of the institutional ground of pedagogy. Resisting the telos of decidability at the
threshold of its own sense, the study compels "the reader"—as it does "the
writer"—to push at the outer limits of their own horizons of knowledge. The
"results" of this working through of the Derridean instance of deconstruction
are articulated as part of the "ec-centricities" of reading as writing, wherein,
the ideas drawn from these texts are turned back upon themselves and
"worked-over," thereby, extending the intertextual schematism of the ideological
norms and frames of reference within which the psyche operates.
What I show through and by example is, how the radical polemics of
deconstruction has value for analyzing the ethical and political implications
of pedagogical contingencies of theory and practice. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
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