Non-Affirmative Education Theory as a Foundation for Curriculum Research

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For nation-states around the world curriculum-reform and relatedschool-development is an increasingly challenging topic. Also the field ofcurriculum theory has beencharacterized being in a need of redefining its object and its conceptual toolsdue to recent societal developments. Inspired by these developments thisarticle investigates how non-affirmativeeducation theory may provide us atheoretically more powerful approach compared to conventional reproduction- andtransformative-oriented curriculum theory. I argue that such an approach offersus a way to continue to live with a non-teleological (undetermined) idea ofhumanity, cosmology and individuality. Such a view may be helpful in guiding usbeyond globally expanding cultural nationalism, religious fundamentalism,economic protectionism and technological standardization that all arecounterproductive in a ‘globopolitan’ era.

Original languageUndefined/Unknown
Pages (from-to)77–87
JournalThe Japanese Journal of Curriculum Studies
Publication statusPublished - 2018
MoE publication typeA1 Journal article-refereed


  • curriculum research

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