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

Rose M. Ylimaki, Michael Uljens

Tutkimustuotos: LehtiartikkeliArtikkeliTieteellinenvertaisarvioitu

2 Sitaatiot (Scopus)

Abstrakti

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.

AlkuperäiskieliEi tiedossa
Sivut175–227
JulkaisuLeadership and Policy in Schools
Vuosikerta16
Numero2
DOI - pysyväislinkit
TilaJulkaistu - 2017
OKM-julkaisutyyppiA1 Julkaistu artikkeli, soviteltu

Keywords

  • didaktik
  • non-affirmative education theory

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