Towards the Future Through a Democratic and Non-affirmative Bildung Discourse

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaEsipuhe/jälkisanatTieteellinenvertaisarvioitu


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.
OtsikkoRe-centering the Critical Potential of Nordic School Leadership Research
AlaotsikkoFundamental, but often forgotten perspectives
ToimittajatMoos Lejf, Nihlfors Elisabet, Paulsen Jan Merok
ISBN (elektroninen)978-3-030-55027-1
ISBN (painettu)978-3-030-55026-4
DOI - pysyväislinkit
TilaJulkaistu - 3 marraskuuta 2020
OKM-julkaisutyyppiA3 Kirjan osa tai toinen tutkimuskirja


NimiEducational Governance Research
ISSN (elektroninen)2365-9556