Table of contents

  1. Front Matter
    Pages i-xx
  2. Re-theorizing the Field: Foundations of a Research Program

  3. Part II

  4. Part III

  5. Part IV

    1. Front Matter
      Pages 281-282
    2. Stephan Huber, Pierre Tulowitzki, Uwe Hameyer
      Pages 309-332 Open Access
    3. Daniel J. Castner, Rosemary Gornik, James G. Henderson, Wendy L. Samford
      Pages 333-361 Open Access
    4. Eva Forsberg, Elisabet Nihlfors, Daniel Pettersson, Pia Skott
      Pages 363-393 Open Access
    5. William F. Pinar
      Pages 395-408 Open Access
  6. Part V

    1. Front Matter
      Pages 409-410

About this book


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. 


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

Editors and affiliations

  • Michael Uljens
    • 1
  • Rose M. Ylimaki
    • 2
  1. 1.Åbo Akademi UniversityVasaFinland
  2. 2.University of South CarolinaColumbiaUSA

Bibliographic information

  • Book Title Bridging Educational Leadership, Curriculum Theory and Didaktik
  • Book Subtitle Non-affirmative Theory of Education
  • Editors Michael Uljens
    Rose M. Ylimaki
  • Series Title Educational Governance Research
  • Series Abbreviated Title Educational Governance Research
  • DOI
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2017
  • License CC BY
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Hardcover ISBN 978-3-319-58648-9
  • Softcover ISBN 978-3-319-86446-4
  • eBook ISBN 978-3-319-58650-2
  • Series ISSN 2365-9548
  • Series E-ISSN 2365-9556
  • Edition Number 1
  • Number of Pages XX, 474
  • Number of Illustrations 4 b/w illustrations, 0 illustrations in colour
  • Topics Curriculum Studies
    Administration, Organization and Leadership
    Educational Policy and Politics
  • Buy this book on publisher's site


“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 new sociology 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)