A Contribution to Re-theorizing Curriculum Research

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


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

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.


Dokument


Senast uppdaterad 2019-23-09 vid 06:03