Abstract
This article presents a general theoretical framework for curriculum studies, Didaktik and educational leadership that builds upon strengths and limitations of these traditions, respectively, in Europe and the United States. Methodologically, a meta-theoretical level is used with two guiding core questions: (1) the relation between education and society and (2) the nature of educational influence on the interactive level. On the first question, a nonhierarchical position is defended as it offers a foundation for discursive institutionalism valuable for understanding school work. The second question is handled by three classic education concepts – recognition, summoning to self-activity and Bildsamkeit, as these support a non-affirmative view of educational influence for democratic education. We conclude that this theoretical framework allows us to more coherently conceptualise curriculum work, educational leadership and teaching.
| Original language | Undefined/Unknown |
|---|---|
| Pages (from-to) | – |
| Journal | Nordic Journal of Studies in Educational Policy |
| Volume | 1 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2015 |
| MoE publication type | A1 Journal article-refereed |
Keywords
- curriculum