Non-Affirmative Education Theory as a Foundation for Curriculum Research

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Michael Uljens
Förläggare: The Japanese Society for Curriculum Studies (http://jscs.b.la9.jp/)
Förlagsort: Yoshida Nihonmatsu-cho, Sakyo-ku, Kyoto 606-8501 Japan
Publiceringsår: 2018
Tidskrift: The Japanese Journal of Curriculum Studies
Tidskriftsakronym: JJCS
Volym: 27
Artikelns första sida, sidnummer: 77
Artikelns sista sida, sidnummer: 87
eISSN: 2189-7794


Abstrakt

For nation-states around the world curriculum-reform and related
school-development is an increasingly challenging topic. Also the field of
curriculum theory has been
characterized being in a need of redefining its object and its conceptual tools
due to recent societal developments. Inspired by these developments this
article investigates how non-affirmative
education
theory may provide us a
theoretically more powerful approach compared to conventional reproduction- and
transformative-oriented curriculum theory. I argue that such an approach offers
us a way to continue to live with a non-teleological (undetermined) idea of
humanity, cosmology and individuality. Such a view may be helpful in guiding us
beyond globally expanding cultural nationalism, religious fundamentalism,
economic protectionism and technological standardization that all are
counterproductive in a ‘globopolitan’ era.


Nyckelord

curriculum research

Senast uppdaterad 2020-06-04 vid 07:08