Titlebook: Bridging Educational Leadership, Curriculum Theory and Didaktik; Non-affirmative Theo Michael Uljens,Rose M. Ylimaki Book‘‘‘‘‘‘‘‘ 2017 The

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Venules

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern ed

知識(shí)分子

Lead Learner or Head Teacher? Exploring Connections Between Curriculum, Leadership and Evaluation inge of learning, learners?– and now also lead learners. While the notion of the lead learner suggests democratic and empowering relationships, I will argue?– mainly informed by a ‘Continental’ understanding of education (i.e. German ‘kritische P?dagogik’ and Philippe Meirieu’s French educational thou

很是迷惑

Against the Epistemicide. Itinerant Curriculum Theory and the Reiteration of an Epistemology of Libeunity..Drawing from key decolonial thinkers, this chapter examines the way Western eugenic curriculum of modernity created an abyssal thinking in which ‘this side’ of the line is legitimate and ‘the other side’ has been produced as ‘non-existent’ (Sousa Santos B, Another knowledge is possible. Verso

finite

The Didaktik/Curriculum Dialogue: What Did We Learn?ght to life for US curriculum thought was a more fruitful understanding of content processes as (a) formation for community and society and (b) transformation to rich pedagogical potential. This chapter elaborates more fully the lines of similarity and difference between the didaktik and curriculum

acrimony

School Leadership as Gap Management: Curriculum Traditions, Changing Evaluation Parameters, and Scho the moment both traditions meet, e.g. by implementing in aDidaktik setting control patterns that historically have been developed within the curriculum tradition. For example, how do school leaders respond to the challenge of being measured by parameters that traditionally were none of their busine

Hearten

Curriculum Theory in Contestation? American Curriculum, European Didaktik, and Chinese Wisdom Tradit sense, William Doll’s (1993) recognition of the Tyler Rationale’s (Basic principles of curriculum and instruction. Chicago University Press, Chicago, 1949) intellectual affinity to Descartes’s Method as a core of modernization is not incidental. Descartes’ s curriculum theory overtly co-equalizes b

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Cytology

Processes