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

Michael Uljens, Rose Ylimaki

Research output: Contribution to journalArticlepeer-review

19 Scopus citations

Abstract

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.

Original languageEnglish (US)
Article number30177
JournalNordic Journal of Studies in Educational Policy
Volume2015
Issue number3
DOIs
StatePublished - Jan 1 2015
Externally publishedYes

Keywords

  • curriculum
  • didactics
  • discursive institutionalism
  • educational leadership

ASJC Scopus subject areas

  • Education

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