Overview
- 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
Part of the book series: Educational Governance Research (EGTU, volume 5)
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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.
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Keywords
- 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
Table of contents (15 chapters)
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Front Matter
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Re-theorizing the Field: Foundations of a Research Program
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Front Matter
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Part II
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Front Matter
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Part III
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Front Matter
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Part IV
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Front Matter
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Reviews
“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)
Editors and Affiliations
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
DOI: https://doi.org/10.1007/978-3-319-58650-2
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2017
Hardcover ISBN: 978-3-319-58648-9Published: 17 October 2017
Softcover ISBN: 978-3-319-86446-4Published: 22 August 2018
eBook ISBN: 978-3-319-58650-2Published: 04 October 2017
Series ISSN: 2365-9548
Series E-ISSN: 2365-9556
Edition Number: 1
Number of Pages: XX, 474
Number of Illustrations: 4 b/w illustrations
Topics: Curriculum Studies, Administration, Organization and Leadership, Educational Policy and Politics