Early Postmodernist Pedagogy and Its Role in Reducing Identity-Based Discrimination

Abstract

Philosophy has a foundational role in shaping moral and intellectual discourses, but its marginalization in modern education has, at least partly, exacerbated societal divisions due to the established biases ingrained by modern or pre-modern philosophies. This paper argues for the integration of postmodernist philosophy into primary and secondary curricula as a means to tackle essentialist stereotypes, promote pluralism, and foster inclusive identity formation. Specific aspects of postmodernist philosophy, such as the rejection of fixed essentialist identities, offer a framework for dismantling reductive narratives. Focusing on particular philosophical ideas of postmodernism – anti-essentialism, relativism, and pluralism – this paper posits that postmodernist pedagogy encourages students to embrace intersectional identities, critically evaluate cultural biases, and engage in democratic discourse. Through the application of postmodern relativism, though contended by critics for its potential in undermining universal truths and fragmenting social cohesion, hate crimes/systemic discrimination may be mitigated through the selective inclusion of cultivating empathy, ethical reasoning, and democratic mentality in young learners. It ultimately stands to reason that certain postmodernist principles applied early in education may reshape some rigid and discriminatory societal norms. Ultimately, postmodernism is not only an abstract academic exercise but also a pragmatic instrument for constructing an equitable and cohesive society.