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

A1 Journal article (refereed)


Internal Authors/Editors


Publication Details

List of Authors: Michael Uljens, Rose M. Ylimaki
Publisher: Taylor & Francis
Publication year: 2017
Journal: Leadership and Policy in Schools
Journal acronym: LPS
Volume number: 16
Issue number: 2
Start page: 389
End page: 396
eISSN: 1744-5043


Abstract

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.


Keywords

non-affirmative education theory

Last updated on 2019-22-08 at 05:01