Theorizing Educational Leadership Studies, Curriculum, and "Didaktik": Nonaffirmative Education Theory in Bridging Disparate Fields

Autor/inn/en	Ylimaki, Rose M.; Uljens, Michael
Titel	Theorizing Educational Leadership Studies, Curriculum, and "Didaktik": Nonaffirmative Education Theory in Bridging Disparate Fields
Quelle	In: Leadership and Policy in Schools, 16 (2017) 2, S.175-227 (53 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	Educational Theories; Barriers; Leadership; Curriculum Development; Curriculum Research; Relevance (Education); Social Influences; Cultural Influences; Educational Change; Epistemology; Politics of Education; Neoliberalism; Educational Policy; Educational Practices; Educational Trends; Governance; Interdisciplinary Approach; Educational Administration; Higher Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Führung; Führungsposition; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Relevance; Relevanz; Sozialer Einfluss; Cultural influence; Kultureinfluss; Bildungsreform; Erkenntnistheorie; Educational policy; Bildungspolitik; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspraxis; Bildungsentwicklung; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsverwaltung; Schuladministration; Schulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Recent neoliberal policies and societal trends point toward new and perennial tensions for nation-state education, including curriculum/Didaktik and leadership thereof. These challenges affect governance/leadership and curriculum with changes in aims and values together in ways that demand coherence, yet the traditionally disparate fields of educational leadership and curriculum/Didtakik have developed separately in terms of approaches to theory and theorizing that have informed empirical studies over time. This article draws upon an analysis of theory/theorizing in these fields, as well as modern education theory and its core concepts, and discursive institutionalism to frame this issue and a larger project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01