Towards a discursive and non-affirmative framework for curriculum studies, Didaktik and educational leadership

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Michael Uljens, Rose Ylimaki
Förläggare: Co-Action Publishing
Publiceringsår: 2015
Tidskrift: Nordic Journal of Studies in Educational Policy
Tidskriftsakronym: NordStep
Volym: 1
Nummer: 3
eISSN: 2002-0317


Abstrakt

This article presents a general theoretical framework for curriculum studies, Didaktik and educational leadership that builds upon strengths and limitations of these traditions, respectively, in Europe and the United States. Methodologically, a meta-theoretical level is used with two guiding core questions: (1) the relation between education and society and (2) the nature of educational influence on the interactive level. On the first question, a nonhierarchical position is defended as it offers a foundation for discursive institutionalism valuable for understanding school work. The second question is handled by three classic education concepts – recognition, summoning to self-activity and Bildsamkeit, as these support a non-affirmative view of educational influence for democratic education. We conclude that this theoretical framework allows us to more coherently conceptualise curriculum work, educational leadership and teaching.


Nyckelord

curriculum

Senast uppdaterad 2020-01-04 vid 08:28