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

B1 Icke-referentgranskade tidskriftsartiklar


Interna författare/redaktörer


Publikationens författare: Michael Uljens
Förläggare: University of British Columbia Library
Publiceringsår: 2018
Tidskrift: Transnational Curriculum Inquiry
Tidskriftsakronym: TCI Journal
Volym: 15
Nummer: 2


Abstrakt

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?


Dokument


Senast uppdaterad 2019-13-11 vid 02:54