UID:
almahu_9949301313402882
Umfang:
1 online resource (483 pages)
ISBN:
9783319586502
Serie:
Educational Governance Research Ser. ; v.5
Anmerkung:
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.
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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?.
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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.
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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.
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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.
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Introduction.
Weitere Ausg.:
Print version: Uljens, Michael Bridging Educational Leadership, Curriculum Theory and Didaktik Cham : Springer International Publishing AG,c2017 ISBN 9783319586489
Sprache:
Englisch
Fachgebiete:
Pädagogik
Schlagwort(e):
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