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Educational Governance Research
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Bridging Educational Leadership, Curriculum Theory and Didaktik

Non-affirmative Theory of Education

Editors: Uljens, Michael, Ylimaki, Rose M. (Eds.)

  • 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
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  • ISBN 978-3-319-58650-2
  • This book is an open access book, you can download it for free on link.springer.com
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  • ISBN 978-3-319-58648-9
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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. 

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)

“What is remarkable in the perspective and attempt of 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.” (Professor Tomas Englund, Örebro University and Linnaeus University, Sweden)

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Table of contents (15 chapters)

  • Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

    Uljens, Michael (et al.)

    Pages 3-145

  • Neo-liberal Governance Leads Education and Educational Leadership Astray

    Moos, Lejf

    Pages 151-180

  • Lead Learner or Head Teacher? Exploring Connections Between Curriculum, Leadership and Evaluation in an ‘Age of Measurement’

    Biesta, Gert

    Pages 181-198

  • Against the Epistemicide. Itinerant Curriculum Theory and the Reiteration of an Epistemology of Liberation

    Paraskeva, João M.

    Pages 199-213

  • The Didaktik/Curriculum Dialogue: What Did We Learn?

    Doyle, Walter

    Pages 219-227

Buy this book

eBook  
  • ISBN 978-3-319-58650-2
  • This book is an open access book, you can download it for free on link.springer.com
Hardcover $59.99
price for USA
  • ISBN 978-3-319-58648-9
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

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 Volume
5
Copyright
2017
Publisher
Springer International Publishing
Copyright Holder
The Editor(s) (if applicable) and The Author(s)
eBook ISBN
978-3-319-58650-2
DOI
10.1007/978-3-319-58650-2
Hardcover ISBN
978-3-319-58648-9
Series ISSN
2365-9548
Edition Number
1
Number of Pages
XX, 474
Number of Illustrations and Tables
4 b/w illustrations
Topics