n South African Journal of Education - Deconstruction and re-thinking education




In this article, I explore Jacques Derrida's programme of deconstruction, in an attempt to indicate, and argue for, the possibilities that it might hold as a philosophical framework for education al discourse. Such possibilities are set out, not directly by way of a set of applications or methodologies to be followed, but rather by an exposition and interpretation of the Derridian text with the intention of relating deconstruction to educational discourse. I set about this, by examining Derrida's commentary on the nature of deconstruction in relation to some of the central concepts in Derrida's writings, such as, différance, justice, the other, and responsibility.


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