A Contribution to Re-theorizing Curriculum Research

A1 Journal article (refereed)


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

Contemporary
curriculum reform, teaching and educational leadership are to an increasing
degree challenged by similar transnational policy developments in Europe, Asia,
Africa and the Americas. As a consequence, curriculum theorizing has been very
much debated the past decade, but conceptual progress has been limited. The aim
of this article is to contribute with a new opening to the field of curriculum
research, primarily by analyzing the strengths and limitations of a
non-affirmative theory of education. This position is argued to provide a more
theoretically coherent paradigm for a systematic treatment of the many
dimensions involved, especially as it frames the German-Nordic paradigm of
Didaktik, and adds to it. Non-affirmative education also moves beyond a currere
or Bildung oriented conceptualization, as well as more instrumental and
ideology-critical positions frequent in the English speaking cultures.


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