A Reconstruction of South African Philosophy of Education

In this article an attempt is made to defend a postmodern approach to philosophy of education which it is argued is best able to provide guidance and a context for dialogue in a culturally pluralistic society such as South Africa. The impetus for such a defense of a postmodern approach to philosophy of education is located in the challenge that faces South African education after the delegitimization of the Fundamental Pedagogics approach of the apartheid era.