Theorizing Educational Leadership Studies, Curriculum, and Didaktik: NonAffirmative Education Theory in Bridging Disparate Fields

Rose M. Ylimaki, Michael Uljens

Research output: Contribution to journalArticleScientificpeer-review

2 Citations (Scopus)

Abstract

Recent neoliberal policies and societal trends point toward new and perennial tensions for nation-state education, including curriculum/Didaktik and leadership thereof. These challenges affect governance/leadership and curriculum with changes in aims and values together in ways that demand coherence, yet the traditionally disparate fields of educational leadership and curriculum/Didtakik have developed separately in terms of approaches to theory and theorizing that have informed empirical studies over time. This article draws upon an analysis of theory/theorizing in these fields, as well as modern education theory and its core concepts, and discursive institutionalism to frame this issue and a larger project.

Original languageUndefined/Unknown
Pages (from-to)175–227
JournalLeadership and Policy in Schools
Volume16
Issue number2
DOIs
Publication statusPublished - 2017
MoE publication typeA1 Journal article-refereed

Keywords

  • didaktik
  • non-affirmative education theory

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