Implications and Future Directions for A New Research Agenda Grounded on Non-Affirmative Education Theory

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Michael Uljens, Rose M. Ylimaki
Förläggare: Taylor & Francis
Publiceringsår: 2017
Tidskrift: Leadership and Policy in Schools
Tidskriftsakronym: LPS
Volym: 16
Nummer: 2
Artikelns första sida, sidnummer: 389
Artikelns sista sida, sidnummer: 396
eISSN: 1744-5043


Abstrakt

This non-affirmative, bridging research program sees education as deliberation-based activity. Non-affirmative education is critical regarding policies and cultural practices, yet being mindful that education preparing for life, work and agency in democratic societies must create spaces for growth that are not only socialization or transformation oriented, thus avoiding making education into an instrumental practice. German-Nordic education theory help us to see connections between Bildung, Deweyan pragmatism, and deliberative democracy and is used to continue toward comparative research on nation-state based education carried out between curriculum as a policy document and leadership practices at different levels as deliberative practices.


Nyckelord

non-affirmative education theory

Senast uppdaterad 2020-06-04 vid 09:01