postmodern orientation toward conducting PI research seeks out to gain more critical awareness of how the highly interrelated power structures play crucial role in the construction of teachers’ identities. In this regard, postmodern research may similarly add novel dimensions to the organization and preservation of an emancipator and critical educational culture. In a similar line, educational theorists also have decisive role in provoking theconfiguration of these groups. Additionally, critical analysis of identity gives birth to identities that nurture a critical awareness of how discourse and knowledge, along with language (as a social semiotic system), could contribute to the generation of the liberating personal scholarship. However, postmodern PI research may not attain the emancipatory ideals that in the first place hadbeen set out as of paramount importance by the post-structuralist theorists.
Based on the principals of post-structuralism, Watson (2006)
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Nevertheless, these types of research have some drawbacks compared to that of most post-structural teacher identity research: it is mostly confined to a discussion of topics of power, politics, society and culture. There exists no hint as to how these diverse aspects are treated and , although this type of investigation proposes a very profound theoretical and philosophical discussion, it bears no worth for those people who experience the bitter taste of disempowerment in their workplaces day by day. Furthermore, the educational research should be accomplished pragmatically; otherwise, we may expose the risk of becoming immersed in philosophical and scholastic