The pedagogical usage of canons wouldn’t seem to be problematic or paradoxical, except in the context of a canon systematizing and categorizing a movement and set of texts that deliberately and inherently positioned themselves against such structures. In examining the relationship between literature and Postmodernism, and texts and readers, the convention of a canon of postmodern literature revealed itself to be highly contradictory, but nevertheless functional in its facilitation of dialogues between highly ambiguous and incongruous areas of Postmodernity. This implies that although the modes of engagement are intrinsically conflicting, one must accept the problematic aspects of a framework in order to retain the ability to critique and analyze texts.
Lindas, Julie, "Engaging with Postmodernism: An Examination of Literature and the Canon" (2013). Undergraduate Honors Theses. 423.