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

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Sammanfattning

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.
OriginalspråkEngelska
Titel på gästpublikationRe-centering the Critical Potential of Nordic School Leadership Research
Undertitel på gästpublikationFundamental, but often forgotten perspectives
RedaktörerMoos Lejf, Nihlfors Elisabet, Paulsen Jan Merok
UtgivningsortCham
FörlagSpringer
Sidorv-vi
Antal sidor2
ISBN (elektroniskt)978-3-030-55027-1
ISBN (tryckt)978-3-030-55026-4
DOI
StatusPublicerad - 3 nov 2020
MoE-publikationstypA3 Del av bok eller annan forskningsbok

Publikationsserier

NamnEducational Governance Research
Volym14
ISSN (elektroniskt)2365-9556

Nyckelord

  • pedagogiskt ledarskap
  • icke-affirmativ pedagogik
  • bildning

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