Name: Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education (en Inglés)
Price: 1502.65 MXN
Availability: InStock
Author: Michael Uljens ; Rose M Ylimaki
ISBN: 9781013268397

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portada Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education (en Inglés)

Formato

Libro Físico

Autor

Rose M. Ylimaki

Michael Uljens

Editorial

Saint Philip Street Press

Idioma

Inglés

N° páginas

484

Encuadernación

Tapa Dura

Dimensiones

27.9 x 21.6 x 2.7 cm

Peso

1.40 kg.

ISBN13

9781013268397

Categorías

Teoría de la educación
Organización y gestión educativa

Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education (en Inglés)

Rose M. Ylimaki (Autor) · Michael Uljens (Autor) · Saint Philip Street Press · Tapa Dura

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Origen: Estados Unidos (Costos de importación incluídos en el precio)

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Reseña del libro "Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education (en Inglés)"

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. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.