TY - CHAP
T1 - Non-affirmative Education Theory as a Language for Global Education Discourse in the Twenty-First Century
AU - Uljens, Michael
PY - 2023/8/7
Y1 - 2023/8/7
N2 - Given the crisis of neoliberal education policy in operation since the 1990s, non-affirmative theories of general education, didactics, and subject matter didactics provide a productive language for global education discourse in the twenty-first century. This school of thought has the capacity to operate as a global meta-language of education due to how it defines the teaching-studying-learning process and how it perceives the dynamic relationship between different forms of societal practices. Given that education praxis occurs at different levels, and does not affirmatively mediate between the learner and society, and educates for a nonhierarchically organised societal praxis, teaching needs to recognise but not instrumentally affirm neither societal interests nor the learner’s life world. Rather, non-affirmative pedagogy helps us to identify and empirically study, at different levels, how education co-creates pedagogical spaces for discerning thought and reflexive practices around experiences, knowledge, and values. The approach offers itself as an alternative to contemporary educational policies such as academic factualism, educational performativism and competencism, pedagogical activism, and instructional technologism.
AB - Given the crisis of neoliberal education policy in operation since the 1990s, non-affirmative theories of general education, didactics, and subject matter didactics provide a productive language for global education discourse in the twenty-first century. This school of thought has the capacity to operate as a global meta-language of education due to how it defines the teaching-studying-learning process and how it perceives the dynamic relationship between different forms of societal practices. Given that education praxis occurs at different levels, and does not affirmatively mediate between the learner and society, and educates for a nonhierarchically organised societal praxis, teaching needs to recognise but not instrumentally affirm neither societal interests nor the learner’s life world. Rather, non-affirmative pedagogy helps us to identify and empirically study, at different levels, how education co-creates pedagogical spaces for discerning thought and reflexive practices around experiences, knowledge, and values. The approach offers itself as an alternative to contemporary educational policies such as academic factualism, educational performativism and competencism, pedagogical activism, and instructional technologism.
KW - non-affirmative education theory
U2 - 10.1007/978-3-031-30551-1_17
DO - 10.1007/978-3-031-30551-1_17
M3 - Chapter
SN - 9783031305535
SN - 978-3-031-30550-4
T3 - Educational Governance Research
SP - 357
EP - 371
BT - Non-affirmative Theory of Education and Bildung
A2 - Uljens, Michael
PB - Springer
CY - Cham
ER -