A Contribution to Re-theorizing Curriculum Research

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Contemporarycurriculum reform, teaching and educational leadership are to an increasingdegree challenged by similar transnational policy developments in Europe, Asia,Africa and the Americas. As a consequence, curriculum theorizing has been verymuch debated the past decade, but conceptual progress has been limited. The aimof this article is to contribute with a new opening to the field of curriculumresearch, primarily by analyzing the strengths and limitations of anon-affirmative theory of education. This position is argued to provide a moretheoretically coherent paradigm for a systematic treatment of the manydimensions involved, especially as it frames the German-Nordic paradigm ofDidaktik, and adds to it. Non-affirmative education also moves beyond a currereor Bildung oriented conceptualization, as well as more instrumental andideology-critical positions frequent in the English speaking cultures.

Original languageUndefined/Unknown
Pages (from-to)
JournalTransnational Curriculum Inquiry
Issue number2
Publication statusPublished - 2018
MoE publication typeA1 Journal article-refereed

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