Non-affirmative Education Theory and Discursive Institutionalism as Possibilities for Curriculum Research: A Foreword

B1 Non-refereed journal articles


Internal Authors/Editors


Publication Details

List of Authors: Michael Uljens
Publisher: University of British Columbia Library
Publication year: 2018
Journal: Transnational Curriculum Inquiry
Journal acronym: TCI Journal
Volume number: 15
Issue number: 2


Abstract

This
special issue aims at advancing curriculum research in a transnational
perspective by the help of both a critical, Bildung centered, non-affirmative
education theory and discursive institutionalism. Given that this research
program is recently initiated, the intention is here to explore in what ways
these approaches might be fruitful for understanding of how different actors
and practices, at different levels of the education system, within
nation-states, with their different, historically developed education policies,
mediate between the transnational, national, regional and local levels? We ask
how non-affirmative theory of education be utilized as a frame of reference in
understanding both curriculum reform work, teaching and educational leadership?
Can discursive institutionalism operate as a complementary approach to
education or curriculum theory, in understanding how educational policies,
ideas and values relate to governance processes and educational practice at
different levels?


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Last updated on 2019-16-07 at 05:15