Bridging Educational Leadership, Curriculum Theory and Didaktik : : Non-Affirmative Theory of Education.

Bridging Educational Leadership, Curriculum Theory and Didaktik : : Non-Affirmative Theory of Education.

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Bibliographic Details
Superior document:Educational Governance Research Series ; v.5
:
Uljens, Michael.
TeilnehmendeR:
Ylimaki, Rose M.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2017.
©2017.
Year of Publication:2017
Edition:1st ed.
Language:English
Series:Educational Governance Research Series
Online Access:
Physical Description:1 online resource (483 pages)
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Table of Contents:
  • Intro
  • Foreword by William F. Pinar
  • References
  • Foreword by Carolyn M. Shields
  • References
  • Foreword by Tomas Englund
  • Contents
  • Part I: Re-theorizing the Field: Foundations of a Research Program
  • Chapter 1: Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership
  • Challenges for Policy, Educational Leadership Research, Curriculum Theory and Didaktik
  • Approach and Guiding Questions
  • The Modern Roots of Education: Cultural-Historical Grounding of Theory
  • The Return of Cosmopolitanism and Nationalism
  • A Comparative Perspective
  • Aim of This Chapter
  • Theorizing in Didaktik and Curriculum Studies
  • Historical Developments: From Pre-modern to Modern Didaktik
  • Didaktik as Theory About Educational Interaction
  • Didaktik as Theory About the Relation Between Education and Society
  • Sociocultural Reproduction and Transformation Perspectives in Curriculum and Didaktik
  • Post-Structuralism and Merging of Traditions: Postmodern Epistemology
  • Didaktik, Curriculum and Educational Leadership
  • Educational Leadership: Theoretical Roots and Empiricism
  • National Contexts for Educational Leadership Research in the USA and Europe
  • Theory Versus Theorizing: Disconnected Roots of Leadership Studies
  • Social Reproduction and Social Transformation
  • The Empirical Turn
  • Systems-Theoretical and Functionalist Research into Educational Leadership
  • Critical, Transformative Oriented Approaches
  • Interpretive or Hermeneutic Approaches
  • Leadership as a Multi-level and Transnational Phenomenon
  • Conclusions Regarding Curriculum, Didaktik and Educational Leadership
  • Different Focus and Concepts on Different Levels
  • Reproduction and Transformations Oriented Approaches Dominate
  • Leadership and Didaktik/Curriculum: Mutual More and Less Blind Spots.
  • Beyond Prescription and Description?
  • Non-affirmative Education Theory: Bridging Traditions and Grounding Comparative Research
  • Theory of Bildung and Theory of Education
  • Didaktik and Education
  • Epistemology or Ontology First?
  • Ethics
  • Education as a Discipline of Its Own
  • Three Questions as Core Topics
  • Understanding Pedagogical Interaction
  • How Pedagogical Interaction is Explained: Summoning to Self-­Activity and Bildsamkeit
  • Non-affirmative Theory and Critical Hermeneutics
  • The Other and Summons as Responsible Response
  • A Non-hierarchical Relation Between Education and Politics, Economy and Culture
  • Organizational and Institutional Theories: Leaders and Actors
  • Discursive Institutionalism
  • Cosmopolitanism as an Educational Ideal and as Transnational Relations in an Increasingly Plural World
  • Educational Core Concepts for Understanding Intercultural and International Relations
  • Toward a Non-affirmative Hermeneutic Approach for Studying Educational Leadership, Curriculum and Didaktik
  • Overview of Book Structure
  • An Invitation to a Cross-National Dialogue
  • References
  • Part II: Transnational Developments Challenging Leadership and Curriculum
  • Reference
  • Chapter 2: Neo-liberal Governance Leads Education and Educational Leadership Astray
  • Introduction
  • New State Model
  • Influences from Supra- and Transnational Agencies
  • Governance and Leadership
  • Social Technologies: Governing by Numbers
  • Education Is Also About Content
  • Organisation or Organising
  • Diverse Visions of Education
  • Democratic Bildung for Deliberation: The Core of Education and Schooling
  • Conclusion
  • References
  • Chapter 3: Lead Learner or Head Teacher? Exploring Connections Between Curriculum, Leadership and Evaluation in an 'Age of Measurement'
  • Introduction
  • Leadership for What?.
  • Education, Measurement and the Professions
  • In Conclusion
  • References
  • Chapter 4: Against the Epistemicide. Itinerant Curriculum Theory and the Reiteration of an Epistemology of Liberation
  • References
  • Part III: Curriculum Theory and Didaktik in US and Europe
  • Chapter 5: The Didaktik/Curriculum Dialogue: What Did We Learn?
  • The Centrality of Content
  • Levels of Curriculum Discourse
  • Societal Level Curriculum Discourse
  • Institutional Curriculum Discourse
  • Classroom Enactment
  • Summary
  • References
  • Chapter 6: School Leadership as Gap Management: Curriculum Traditions, Changing Evaluation Parameters, and School Leadership Pathways
  • Introduction
  • The German Tradition of Didaktik
  • Changing Times
  • School Leadership as Gap Management
  • School Leaders as a Target for Educational Policies
  • The Implementation of Educational Standards and National Testing in Austria
  • Mixed Messages: School Leaders Re-framing the Feedback from National Testing: Results from the Interview Study
  • Gap Management in Testing Times
  • References
  • Chapter 7: Curriculum Theory in Contestation? American Curriculum, European Didaktik, and Chinese Wisdom Traditions as Hybrid Platforms for Educational Leadership
  • Introduction
  • A Brief Intellectual History of Present Transnational Education and Curriculum Policy and Leadership Crisis
  • The Sputnik Shock and the "Educationalization of the Cold War" as a Precursor for the Current Neoliberal Education Policy
  • Travelling Curriculum Discourses: From Herbart to American Psychologized Curriculum
  • Neoliberal Cause as the Rule of Education
  • Toward Genuine Theorization and Reactivation of the Past in Education: The Educational Landscape of Internationalization Between West and East (China) as a Reaction to Neoliberal Globalization
  • References.
  • Part IV: Leadership, Didaktik, and Curriculum Studies
  • Chapter 8: Forging the Needed Dialogue Between Educational Leadership and Curriculum Inquiry: Placing Social Justice, Democracy, and Multicultural Perspectives into Practice
  • Overview
  • Where We Are
  • Understanding USA Uniqueness: The USA Philosophy and Culture of Pragmatism
  • Re-examining USA Histories as an Unfinished Agenda
  • The Emergence of Public Education
  • An Historical Convergence
  • The Way Forward: A Tentative USA Framework
  • Curriculum Options for Democracy, Multiculturalism, and Social Justice
  • Conclusions for Complicated Conversations That Must Result in Action
  • References
  • Chapter 9: Curriculum and School Leadership - Adjusting School Leadership to Curriculum
  • Introduction
  • School Leadership in Germany
  • Curriculum in Germany
  • A Brief Historical Look at Recent Curriculum History
  • Empirical Insights: Preferences and Strains in School Leadership Practices and the Importance of Curriculum
  • Instructional Leadership
  • Organizational Education
  • Conclusion
  • References
  • Chapter 10: Teachers and Administrators as Lead Professionals for Democratic Ethics: From Course Design to Collaborative Journeys of Becoming
  • Introduction
  • Jim Henderson: Course Design
  • Finding a Middle Way
  • Pedagogical Roots
  • The Interplay of Administrative and Teacher Leadership
  • Conclusion
  • References
  • Chapter 11: Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space
  • Introduction
  • Changes in the Swedish Educational System
  • The Swedish Democratic Welfare State
  • Changes in Governance on Both Vertical and Horizontal Axes
  • Two Waves of Reforms
  • From Frame Factor Theory to Code, Context and Curriculum Processes
  • Social Engineering: A Basis for Curriculum Studies.
  • Educational Policy, School Development and Curriculum Research
  • The Frame Factor Theory: A Step Towards Educational Sociology
  • Curriculum Codes: The Socio-economic and Historical Context of Education
  • Curriculum as a Political Problem and the Linguistic Turn
  • Curriculum as a Sociological Problem and Phenomenography
  • Curriculum as a Governance Problem
  • Educational Leadership in a Curriculum Tradition
  • Steering, Leading and Leadership: Context Dependent Concepts?
  • Codes, Arenas, Curriculum Processes and Leading
  • Research on Curriculum Processes and Leading
  • Key Actors for Leading
  • Case I: A Shifting National Assessment Culture
  • Assessment Cultures and Key Actor Arenas
  • Assessment: A Multilevel and Multifunctional Phenomenon
  • Assessment: A Boundary Object Connecting Actors, Activities and Places
  • International Large-Scale Assessments as Practice and Discourse
  • Grading, Leaving Certificates and Exams
  • National Tests: Professional Guidance or Guardian of the Meritocratic Ideology
  • Reformed Tasks and Activities for National Agencies
  • Case II: Curriculum Leadership in a Changing Educational Landscape
  • National Demands on Cooperation
  • Leading and Communication in Different Local Contexts
  • Multilevel Structures of Leading in Municipalities
  • Curriculum and Leadership Research: Concluding Remarks
  • The Context of Education in the New Millennium
  • The Changing Educational System of Governance, Framing and Steering
  • The Comparative Curriculum Code
  • Looking into the Future: Research to Come
  • References
  • Chapter 12: Rethinking Authority in Educational Leadership
  • Introduction
  • Relationships
  • Parrhesia
  • Conclusion
  • References
  • Part V: Discursive and Multi-level Perspectives
  • Chapter 13: National Curriculum Development as Educational Leadership: A Discursive and Non-affirmative Approach.
  • Introduction.

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