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.
Alkuperäiskieli | Ei tiedossa |
---|---|
Sivut | 175–227 |
Julkaisu | Leadership and Policy in Schools |
Vuosikerta | 16 |
Numero | 2 |
DOI - pysyväislinkit | |
Tila | Julkaistu - 2017 |
OKM-julkaisutyyppi | A1 Julkaistu artikkeli, soviteltu |
Keywords
- didaktik
- non-affirmative education theory