Wittgenstein: Philosophy, Postmodernism, Pedagogy

By Michael Peters; James Marshall | Go to book overview

Acknowledgments

This study could never have been undertaken without the assistance and support of friends and colleagues. We acknowledge in particular the active encouragement and help of Nicholas Burbules (who coauthored Chapter 9) at the University of Illinois at Urbana-Champaign and Paul Smeyers at the University of Leuven. Marshall, in particular, thanks Smeyers for the invitation and his hospitality while he was a visiting scholar at the University of Leuven in the second half of 1997. Peters thanks Barry Hindess at the Research School of Social Sciences at the Australian National University for his kindness and support. Peters also acknowledges the encouragement of Henry Giroux, who has been both generous in his support and tolerant in the acceptance of difference. We also acknowledge our colleagues and students in Cultural and Policy Studies in Education, School of Education, University of Auckland for their encouragement and support. Finally, we thank the University of Auckland for granting us the study leave and for supporting us over the past few years in order that we might complete this book.

-xvii-

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