Bridging Educational Leadership, Curriculum Theory and Didaktik
Non-affirmative Theory of Education
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Beschreibung
This book is open access under a CC BY 4.0 license.
This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.
Provides a seminal theoretical framing for curriculum studies, Didaktik and education leadership
Offers new ways to move the field of education away from the rational, technical and scientific approaches towards education for democracy
Goes beyond the reconceptualist movement and empirically based approaches in the curriculum and leadership fields in grounding a new research program
Creates a platform for a comparative dialogue between the western and non-western educational traditions
Provides a seminal theoretical framing for curriculum studies, Didaktik and education leadership Offers new ways to move the field of education away from the rational, technical and scientific approaches towards education for democracy Goes beyond the reconceptualist movement and empirically based approaches in the curriculum and leadership fields in grounding a new research program Creates a platform for a comparative dialogue between the western and non-western educational traditions
Autor*in
Michael Uljens
Themen in »Bridging Educational Leadership, Curriculum Theory and Didaktik«
curriculum studies educational leadership Didaktik/Curriculum dialogue education theory non-hierarchical social theory curriculum development in Finland philosophy of education political science organizational and professional dimensions relation between curriculum theory and leadership research discursive institutionalism hermeneutics Bildung organisational theory Open Access
Stimmen zu »Bridging Educational Leadership, Curriculum Theory and Didaktik«
“In this remarkable volume Michael Uljens and Rose Ylimaki juxtapose leadership and curriculum, scholarship from and about Europe and North America, a collection acknowledging the past’s presence in the present, pointing to futures few in either curriculum or leadership studies have plotted.” (Professor William F. Pinar, University of British-Columbia, Canada)
“There is no doubt that the ideas espoused and the questions posed here offer ways to move the field of education away from the rational, technical, and scientific approaches that have framed much policy and discourse to date and have the potential to engage scholars and researchers for years to come.” (Professor Carolyn M. Shields, Wayne State University, Detroit, MI, USA)
“This theory-building project to fuse curriculum theory and leadership studies is remarkable in its perspective and attempt, going beyond earlier theoretical developments made within curriculum theory – namely, the reconceptualist movement, the newsociology of education and studies presented in the Didaktik meets Curriculum project – in which leadership studies received very limited attention.” (Professor Tomas Englund, Örebro University and Linnaeus University, Sweden)
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