Towards a discursive and non-affirmative framework for curriculum studies, Didaktik and educational leadership

Michael Uljens, Rose Ylimaki

Tutkimustuotos: LehtiartikkeliArtikkeliTieteellinenvertaisarvioitu

20 Sitaatiot (Scopus)


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.
AlkuperäiskieliEi tiedossa
JulkaisuNordic Journal of Studies in Educational Policy
DOI - pysyväislinkit
TilaJulkaistu - 2015
OKM-julkaisutyyppiA1 Julkaistu artikkeli, soviteltu


  • curriculum