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Toward A Pedagogy Of The Absurd: Constitutive Ambiguity, Tension, And The Postmodern Academy, David Wolken

Journal of Inquiry and Action in Education

Over the course of the past few decades, scholars and theorists have engaged in a dynamic and concerted effort to interpret, make sense of, and resist a variety of social phenomena often categorized under the concept of “postmodernism.” This project has also been taken up by educators of various stripes, especially those who identify their work as belonging in a “critical” tradition such as critical theory or critical pedagogy. In this paper, I aim to join the discussion of critical education scholars through an analysis of Albert Camus’s work on the concept of the absurd. In particular, I interpret the …