Educational leadership research expanded internationally during the 1980s. Since 1990s the field developed under influence of an outcomes-based accountability discourse that followed from neo-liberal politics in increasingly knowledge driven economies emphasizing an instrumental role of education and a back-to-basics view of subject matter knowledge. In contrast, the 2010s features a growing uneasiness with such an approach to educational leadership research and policy. Despite certain variation, Nordic educational leadership research has initiated and contributed to an ongoing restructuring of the field on a broader scale. There are promising signs indicating that the future of educational leadership research and policy making belongs to a new paradigm of democratic and non-affirmative Bildung discourse, that better meets the needs of any society in a global perspective.
|Title of host publication||Towards the future through a democratic and non-affirmative Bildung discourse|
|Place of Publication||Cham|
|Number of pages||2|
|Publication status||Published - 3 Nov 2020|
|MoE publication type||A3 Part of a book or another research book|