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Full-Text Articles in Education
Non-Affirmative Theory Of Education As A Foundation For Curriculum Studies, Didaktik And Educational Leadership, Michael Uljens, Rose Ylimaki
Non-Affirmative Theory Of Education As A Foundation For Curriculum Studies, Didaktik And Educational Leadership, Michael Uljens, Rose Ylimaki
Faculty Publications
This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in …
Curriculum Theory, Didaktik, And Educational Leadership: Reflections On The Foundations Of The Research Program, Rose Ylimaki, Michael Uljens
Curriculum Theory, Didaktik, And Educational Leadership: Reflections On The Foundations Of The Research Program, Rose Ylimaki, Michael Uljens
Faculty Publications
This chapter provides concluding reflections and next steps in a research program bridging curriculum theory/Didaktik and educational leadership studies. The bridging utilizes non-affirmative education theory as the theoretical ground. To begin, we present a retrospective discussion of the project. We then relate the approach to the contributions included in this volume, especially focusing on the normativity of education theories, and pointing at how non-affirmative education theory corresponds to deliberation oriented democratic-hermeneutic initiatives. Non-affirmative education theory identifies both leadership, teaching and curriculum work as critical deliberation based professional activities driven by subjects, individual agency in historically developed cultural and societal institutions …