Where critical postmodern theory meets practice: Working in the intersection of instrumental, social, and cultural education

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Abstract
This paper explores how critical postmodernism as an emerging theoretical scaffolding contributes to the development of a reflexive, inclusionary adult educational practice. It builds on critiques of technicism offered by critical adult educators to suggest possibilities for a practice that takes place in the intersection of instrumental, social, and cultural education. It briefly traces the emergence of critical postmodernism, suggesting the value of this neologismfor adult education today. It develops two key critical postmodern themes that inform a practice sensitive to peoples and knowledges within the adult teaching‐learning habitat.