Theorizing Educational Leadership Studies, Curriculum, and Didaktik: NonAffirmative Education Theory in Bridging Disparate Fields

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)

Interna författare/redaktörer

Publikationens författare: Rose M. Ylimaki, Michael Uljens
Förläggare: Taylor & Francis
Publiceringsår: 2017
Tidskrift: Leadership and Policy in Schools
Tidskriftsakronym: LPS
Volym: 16
Nummer: 2
Artikelns första sida, sidnummer: 175
Artikelns sista sida, sidnummer: 227
eISSN: 1744-5043


Recent neoliberal policies and societal trends point toward new and perennial tensions for nation-state education, including curriculum/Didaktik and leadership thereof. These challenges affect governance/leadership and curriculum with changes in aims and values together in ways that demand coherence, yet the traditionally disparate fields of educational leadership and curriculum/Didtakik have developed separately in terms of approaches to theory and theorizing that have informed empirical studies over time. This article draws upon an analysis of theory/theorizing in these fields, as well as modern education theory and its core concepts, and discursive institutionalism to frame this issue and a larger project.


didaktik, non-affirmative education theory

Senast uppdaterad 2020-01-04 vid 05:52