Bridging Educational Leadership, Curriculum Theory and Didaktik Non-affirmative Theory of Education /

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Uljens, Michael (Επιμελητής έκδοσης), Ylimaki, Rose M. (Επιμελητής έκδοσης)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Cham : Springer International Publishing : Imprint: Springer, 2017.
• Σειρά: Educational Governance Research, 5
• Θέματα: Education.; Curriculums (Courses of study).; Education > Curricula.; School management and organization.; School administration.; Educational policy.; ducation and state.; Curriculum Studies.; Administration, Organization and Leadership.; Educational Policy and Politics.

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 t...

Πίνακας περιεχομένων:

• Forewords by William. F. Pinar, Carolyn Shields, Tomas Englund
• Part I: Re-Theorizing the Field - Foundations to a Research Program
• 1. Non-Affirmative Theory of Education Bridging Curriculum Studies, Didaktik and Educational Leadership; Michael Uljens and Rose Ylimaki
• Part II: Transnational Developments Challenging Leadership and Curriculum Work
• 2. Neo-Liberal Governance leads Education and Educational Leadership Astray; Leif Moos
• 3. Lead Learner or Head Teacher? Exploring Connections among Curriculum, Leadership and Evolution in an ”Age of Measurement”; Gert Biesta
• 4. Against the Epistemicide; Joao Paraskeva
• Part III: Curriculum Theory and Didaktik in US and Europe
• 5. The Didaktik/Curriculum Dialogue – what did we learn?; Walter Doyle
• 6. School Leadership as Gap Management – Curriculum Traditions, Changing Evaluation Parameters, and School Leadership Pathways; Mariella Knapp and Stefan Hopmann
• 7. Curriculum Theory in Contestation? American Curriculum, European Didaktik, and Chinese Wisdom Traditions as Hybrid Platforms for Educational Leadership; Tero Autio
• Part IV: Leadership, Didaktik and Curriculum Studies
• 8. Forging the Needed Dialogue Between Educational Leadership and Curriculum Inqury: Placing Social Justice, Democracy and Multicultural Perspective into Practice; Ira Bogotch, Dilys Schoorman and Daniel Reyes-Guerra
• 9. School Leadership and Curriculum - German Perspectives; Stephan Huber, Pierre Tulowitzki and Uwe Hameyer
• 10. 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 and Wendy L. Samford
• 11. Codification of present Swedish Curriculum Processes – Linking Educational Activities Over Time and Space; Eva Forsberg, Elisabet Nihlfors, Daniel Pettersson & Pia Skott
• 12. Rethinking Authority in Educational Leadership; William F. Pinar
• Part V: Discursive and Multi-Level Perspectives
• 13. National Curriculum Development as Educational Leadership – A Discursive and Non-Affirmative Approach; Michael Uljens and Helena Rajakaltio
• 14. Curriculum and Leadership in Transnational Reform Policy: A Discursive-Institutionalist Approach; Kirsten Sivesind and Ninni Wahlström
• 15. Curriculum theory, Didaktik, and Educational Leadership: Reflections on the Foundations of the Research Program; Rose Ylimaki and Michael Uljens. .