Non-affirmative Education Theory and Discursive Institutionalism as Possibilities for Curriculum Research: A Foreword

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Abstract

Thisspecial issue aims at advancing curriculum research in a transnationalperspective by the help of both a critical, Bildung centered, non-affirmativeeducation theory and discursive institutionalism. Given that this researchprogram is recently initiated, the intention is here to explore in what waysthese approaches might be fruitful for understanding of how different actorsand practices, at different levels of the education system, withinnation-states, with their different, historically developed education policies,mediate between the transnational, national, regional and local levels? We askhow non-affirmative theory of education be utilized as a frame of reference inunderstanding both curriculum reform work, teaching and educational leadership?Can discursive institutionalism operate as a complementary approach toeducation or curriculum theory, in understanding how educational policies,ideas and values relate to governance processes and educational practice atdifferent levels?

Original languageUndefined/Unknown
Pages (from-to)
JournalTransnational Curriculum Inquiry
Volume15
Issue number2
Publication statusPublished - 2018
MoE publication typeB1 Article in a scientific magazine

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