Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education (Educational Governance Research Book 5)

Annotation This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of 'globopolitanism'. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives Front Matter ....Pages i-xx Front Matter ....Pages 1-1 Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership (Michael Uljens, Rose M. Ylimaki)....Pages 3-145 Front Matter ....Pages 147-149 Neo-liberal Governance Leads Education and Educational Leadership Astray (Lejf Moos)....Pages 151-180 Lead Learner or Head Teacher? Exploring Connections Between Curriculum, Leadership and Evaluation in an ‘Age of Measurement’ (Gert Biesta)....Pages 181-198 Against the Epistemicide. Itinerant Curriculum Theory and the Reiteration of an Epistemology of Liberation (João M. Paraskeva)....Pages 199-213 Front Matter ....Pages 215-217 The Didaktik/Curriculum Dialogue: What Did We Learn? (Walter Doyle)....Pages 219-227 School Leadership as Gap Management: Curriculum Traditions, Changing Evaluation Parameters, and School Leadership Pathways (Mariella Knapp, Stefan Hopmann)....Pages 229-256 Curriculum Theory in Contestation? American Curriculum, European Didaktik, and Chinese Wisdom Traditions as Hybrid Platforms for Educational Leadership (Tero Autio)....Pages 257-280 Front Matter ....Pages 281-282 Forging the Needed Dialogue Between Educational Leadership and Curriculum Inquiry: Placing Social Justice, Democracy, and Multicultural Perspectives into Practice (Ira Bogotch, Dilys Schoorman, Daniel Reyes-Guerra)....Pages 283-307 Curriculum and School Leadership – Adjusting School Leadership to Curriculum (Stephan Huber, Pierre Tulowitzki, Uwe Hameyer)....Pages 309-332 Teachers and Administrators as Lead Professionals for Democratic Ethics: From Course Design to Collaborative Journeys of Becoming (Daniel J. Castner, Rosemary Gornik, James G. Henderson, Wendy L. Samford)....Pages 333-361 Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space (Eva Forsberg, Elisabet Nihlfors, Daniel Pettersson, Pia Skott)....Pages 363-393 Rethinking Authority in Educational Leadership (William F. Pinar)....Pages 395-408 Front Matter ....Pages 409-410 National Curriculum Development as Educational Leadership: A Discursive and Non-affirmative Approach (Michael Uljens, Helena Rajakaltio)....Pages 411-437 Curriculum and Leadership in Transnational Reform Policy: A Discursive-Institutionalist Approach (Kirsten Sivesind, Ninni Wahlström)....Pages 439-462 Front Matter ....Pages 463-463 Curriculum Theory, Didaktik, and Educational Leadership: Reflections on the Foundations of the Research Program (Rose M. Ylimaki, Michael Uljens)....Pages 465-474