A Contribution to Re-theorizing Curriculum Research
DOI:
https://doi.org/10.14288/tci.v15i2.191060Abstract
Contemporary curriculum reform, teaching and educational leadership are to an increasing degree challenged by similar transnational policy developments in Europe, Asia, Africa and the Americas. As a consequence, curriculum theorizing has been very much debated the past decade, but conceptual progress has been limited. The aim of this article is to contribute with a new opening to the field of curriculum research, primarily by analyzing the strengths and limitations of a non-affirmative theory of education. This position is argued to provide a more theoretically coherent paradigm for a systematic treatment of the many dimensions involved, especially as it frames the German-Nordic paradigm of Didaktik, and adds to it. Non-affirmative education also moves beyond a currere or Bildung oriented conceptualization, as well as more instrumental and ideology-critical positions frequent in the English speaking cultures.References
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Benner, D., Meyer, H., Peng, Z. & Li, Z. (2018). Beiträge zum chinesich-deutschen Didaktik-Dialog. Bad Heilbrunn: Klinkhardt.
Brincat, S. (2009). Hegel’s gesture to radical cosmopolitanism. Journal of Critical Globalisation Studies, 1, 47–65.
Burgess, D. & Newton, P. Eds. (2015). Educational administration and leadership. Theoretical foundations. New York: Routledge.
Comenius, J. A. (1907). The great didactic. (M. W. Keatinge, Transl.). London: Adam and Charles Black. https://archive.org/stream/cu31924031053709#page/n11/mode/2up
Deng, Z. (2016). Bringing curriculum theory and didactics together - A Deweyan perspective. Pedagogy, Culture & Society, 24(1), 75-99.
Doll, W. E. (1993). A post-modern perspective on curriculum. New York: Teachers College Press.
Fang He, M., Schultz, B. & Schubert, W. (2015). The SAGE Guide to Curriculum in Education. Los: Angeles: Sage.
Fichte, J. G. (2000). Foundations of natural right (F. Neuhouser (Ed.), M. Bauer, Trans.). Cambridge: Cambridge University.
Green, B. (2018). Engaging Curriculum: Bridging the Curriculum Theory and English Education Divide. Routledge.
Grek, S. (2008). From symbols to numbers: the shifting technologies of education governance in Europe. European Educational Research Journal, 7(2), 2018–2218. https://doi.org/10.2304/eerj.2008.7.2.208
Gunter, H. M., Grimaldi, E., Hall, D., & Serpieri, R. (2016). New public management and the reform of education: European lessons for policy and practice. London: Routledge.
Gunter, H. & Ribbins, P. (2003). Challenging orthodoxy in school leadership studies: knowers, knowing and knowledge? School Leadership & Management 23(2), 129-147.
Hopmann, S. (2015). Didaktik meets Curriculum’ revisited. Historical encounters, systematic experience, empirical limits. Nordic Journal of Studies in Educational Policy. http://dx.doi.org/10.3402/nstep.v1.27007.
Hopmann, S., & Riquarts, K. (1995). Didaktik and/or curriculum: Basic problems of comparative Didaktik. In S. Hopmann & K. Riquarts (Eds.), Didaktik and/or curriculum (pp. 9–40). Kiel: IPN.
Jank, W., & Meyer, H. (2002). Didaktische Modelle. Berlin: Cornelsen-Scriptor.
Johnson-Mardones, D. F. (2018). Curriculum Studies as an International Conversation: Educational Traditions and cosmopolitanism in Latin America. New York: Routledge.
Karseth, B., & Sivesind, K. (2010). Conceptualising curriculum knowledge within and beyond national context. European Journal of Education, 45(1), 103–120. https://doi.org/10.1111/j.1465-3435.2009.01418.x
Klafki, W. (1994). Neue Studien zur Bildungstheorie und Didaktik. Weinheim: Beltz.
Klafki, W. (1995). On the problem of teaching and learning contents from the standpoint of critical-constructive Didaktik. In S. Hopmann & K. Riquarts (Eds.), Didaktik and/or curriculum (pp. 187–200). Kiel: IPN.
Lindén, J., Annala, J. & Coate, K. (2017). The role of curriculum in contemporary higher education research. In J. Huisman & M. Tight (Eds.), Theory and Method in Higher Education Research (pp. 137-154). Emerald.
McLaren, P. (2000). Che Guevara, Paulo Freire, and the pedagogy of revolution. Lanham: Rowman & Littlefield Publishers.
Möller, J. (2017). Leading education beyond what works. European Educational Research Journal 16(4) 375–385
Nordin, A. & Sundberg, D. (2018). Exploring curriculum change using discursive institutionalism – a conceptual framework. Journal of Curriculum Studies, DOI: 10.1080/00220272.2018.1482961
Normand, R. (2016). The changing epistemic governance of European education. The fabrication of the Homo Academicus Europeanus? Cham: Springer.
Niesche, R. (2018). Critical perspectives in educational leadership: a new ‘theory turn’? Journal of Educational Administration and History 50(3), 145-58, DOI: 10.1080/00220620.2017.1395600
Paraskeva, J. M., & Steinberg, S. (Eds.). (2016). Curriculum: Decanonizing the field. New York: Peter Lang.
Pinar, W. F. (2011). The character of curriculum studies: Bildung, currere, and the recurring question of the subject. New York: Palgrave Macmillan.
Pinar, W. F. (2013). International handbook of curriculum research. New York: Routledge.
Priestley, M. (2011). Whatever happened to curriculum theory? Critical realism and curriculum change. Pedagogy, Culture & Society, 19(2), 221-237.
Rönnström, N. (2016). Education and Three Imaginaries of Citizenship Education. In M. Papastephanou, (Ed.), Cosmopolitanism: Educational, Philosophical and Historical Perspectives. Springer.
Schmidt, V. A. (2008). Discursive institutionalism: The explanatory power of ideas and discourse. Annual Review of Political Science, 11, 303–326. https://doi.org/10.1146/annurev.polisci.11.060606.135342
Shields, C. (2012). Transformative leadership in education: Equitable change in a uncertain and complex world. New York: Routledge.
Sommer, D. & Klitmöller, J. (Eds.), Fremtidsparat. Hinsides PISA - nordiske perspektiver på uddannelse. (pp. 313-336). Copenhagen: Hans Reitzels Förlag.
Steiner-Khamsi, G. (2004). The global politics of educational borrowing and lending. New York and London: Teachers College Press.
Värri, V-M. (2018). Kasvatus ekokriisin aikakaudella. Tampere: Vastapaino.
Weniger, E. (1965). Didaktik als Bildungslehre. Band 2, Didaktische Voraussetzungen der Methode in der Schule. Weinheim: Beltz.
Wolff, L-A., Sjöblom, P., Hofman-Bergholm, M. & Palmberg, I. (2017). High Performance Education Fails in Sustainability? A Reflection on Finnish Primary Teacher Education Educational Science. Educational Science 7(1), 32. https://doi.org/10.3390/educsci7010032
Tian, M. & Risku, M. (2018). A distributed leadership perspective on the Finnish curriculum reform 2014. Journal of Curriculum Studies, DOI:10.1080/00220272.2018.1499806
Uljens, M. (1997a). School didactics and learning. Hove: Psychology Press.
Uljens, M. (2015). Curriculum work as educational leadership: Paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy, 1(1), 22–30. Retrieved from http://nordstep.net/index.php/nstep/article/view/27010.
Uljens, M. (2016). Non-Affirmative Curriculum Theory in a Cosmopolitan Era? Revista Tempos e Espaços em Educação (Time and Space in Education), 9(18), 121-132. http://www.seer.ufs.br/index.php/revtee/article/view/4970.
Uljens, M. & Ylimaki, R. (2017). Non-Affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership. In: M. Uljens & R. Ylimaki (Eds.), Bridging Educational Leadership, Curriculum Theory and Didaktik - Non-Affirmative Theory of Education (pp. 3-145). Cham: Springer. https://link.springer.com/book/10.1007%2F978-3-319-58650-2
Wahlström, N. & Sundberg, D. (2018). Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum. Journal of Education Policy, 33(1), 163-183. https://doi.org/10.1080/02680939.2017.1344879
Young, M. (2013). Overcoming the crisis in curriculum theory - A knowledge-based approach, Journal of Curriculum Studies, 45(2), 101-118.
Benner, D., Meyer, H., Peng, Z. & Li, Z. (2018). Beiträge zum chinesich-deutschen Didaktik-Dialog. Bad Heilbrunn: Klinkhardt.
Brincat, S. (2009). Hegel’s gesture to radical cosmopolitanism. Journal of Critical Globalisation Studies, 1, 47–65.
Burgess, D. & Newton, P. Eds. (2015). Educational administration and leadership. Theoretical foundations. New York: Routledge.
Comenius, J. A. (1907). The great didactic. (M. W. Keatinge, Transl.). London: Adam and Charles Black. https://archive.org/stream/cu31924031053709#page/n11/mode/2up
Deng, Z. (2016). Bringing curriculum theory and didactics together - A Deweyan perspective. Pedagogy, Culture & Society, 24(1), 75-99.
Doll, W. E. (1993). A post-modern perspective on curriculum. New York: Teachers College Press.
Fang He, M., Schultz, B. & Schubert, W. (2015). The SAGE Guide to Curriculum in Education. Los: Angeles: Sage.
Fichte, J. G. (2000). Foundations of natural right (F. Neuhouser (Ed.), M. Bauer, Trans.). Cambridge: Cambridge University.
Green, B. (2018). Engaging Curriculum: Bridging the Curriculum Theory and English Education Divide. Routledge.
Grek, S. (2008). From symbols to numbers: the shifting technologies of education governance in Europe. European Educational Research Journal, 7(2), 2018–2218. https://doi.org/10.2304/eerj.2008.7.2.208
Gunter, H. M., Grimaldi, E., Hall, D., & Serpieri, R. (2016). New public management and the reform of education: European lessons for policy and practice. London: Routledge.
Gunter, H. & Ribbins, P. (2003). Challenging orthodoxy in school leadership studies: knowers, knowing and knowledge? School Leadership & Management 23(2), 129-147.
Hopmann, S. (2015). Didaktik meets Curriculum’ revisited. Historical encounters, systematic experience, empirical limits. Nordic Journal of Studies in Educational Policy. http://dx.doi.org/10.3402/nstep.v1.27007.
Hopmann, S., & Riquarts, K. (1995). Didaktik and/or curriculum: Basic problems of comparative Didaktik. In S. Hopmann & K. Riquarts (Eds.), Didaktik and/or curriculum (pp. 9–40). Kiel: IPN.
Jank, W., & Meyer, H. (2002). Didaktische Modelle. Berlin: Cornelsen-Scriptor.
Johnson-Mardones, D. F. (2018). Curriculum Studies as an International Conversation: Educational Traditions and cosmopolitanism in Latin America. New York: Routledge.
Karseth, B., & Sivesind, K. (2010). Conceptualising curriculum knowledge within and beyond national context. European Journal of Education, 45(1), 103–120. https://doi.org/10.1111/j.1465-3435.2009.01418.x
Klafki, W. (1994). Neue Studien zur Bildungstheorie und Didaktik. Weinheim: Beltz.
Klafki, W. (1995). On the problem of teaching and learning contents from the standpoint of critical-constructive Didaktik. In S. Hopmann & K. Riquarts (Eds.), Didaktik and/or curriculum (pp. 187–200). Kiel: IPN.
Lindén, J., Annala, J. & Coate, K. (2017). The role of curriculum in contemporary higher education research. In J. Huisman & M. Tight (Eds.), Theory and Method in Higher Education Research (pp. 137-154). Emerald.
McLaren, P. (2000). Che Guevara, Paulo Freire, and the pedagogy of revolution. Lanham: Rowman & Littlefield Publishers.
Möller, J. (2017). Leading education beyond what works. European Educational Research Journal 16(4) 375–385
Nordin, A. & Sundberg, D. (2018). Exploring curriculum change using discursive institutionalism – a conceptual framework. Journal of Curriculum Studies, DOI: 10.1080/00220272.2018.1482961
Normand, R. (2016). The changing epistemic governance of European education. The fabrication of the Homo Academicus Europeanus? Cham: Springer.
Niesche, R. (2018). Critical perspectives in educational leadership: a new ‘theory turn’? Journal of Educational Administration and History 50(3), 145-58, DOI: 10.1080/00220620.2017.1395600
Paraskeva, J. M., & Steinberg, S. (Eds.). (2016). Curriculum: Decanonizing the field. New York: Peter Lang.
Pinar, W. F. (2011). The character of curriculum studies: Bildung, currere, and the recurring question of the subject. New York: Palgrave Macmillan.
Pinar, W. F. (2013). International handbook of curriculum research. New York: Routledge.
Priestley, M. (2011). Whatever happened to curriculum theory? Critical realism and curriculum change. Pedagogy, Culture & Society, 19(2), 221-237.
Rönnström, N. (2016). Education and Three Imaginaries of Citizenship Education. In M. Papastephanou, (Ed.), Cosmopolitanism: Educational, Philosophical and Historical Perspectives. Springer.
Schmidt, V. A. (2008). Discursive institutionalism: The explanatory power of ideas and discourse. Annual Review of Political Science, 11, 303–326. https://doi.org/10.1146/annurev.polisci.11.060606.135342
Shields, C. (2012). Transformative leadership in education: Equitable change in a uncertain and complex world. New York: Routledge.
Sommer, D. & Klitmöller, J. (Eds.), Fremtidsparat. Hinsides PISA - nordiske perspektiver på uddannelse. (pp. 313-336). Copenhagen: Hans Reitzels Förlag.
Steiner-Khamsi, G. (2004). The global politics of educational borrowing and lending. New York and London: Teachers College Press.
Värri, V-M. (2018). Kasvatus ekokriisin aikakaudella. Tampere: Vastapaino.
Weniger, E. (1965). Didaktik als Bildungslehre. Band 2, Didaktische Voraussetzungen der Methode in der Schule. Weinheim: Beltz.
Wolff, L-A., Sjöblom, P., Hofman-Bergholm, M. & Palmberg, I. (2017). High Performance Education Fails in Sustainability? A Reflection on Finnish Primary Teacher Education Educational Science. Educational Science 7(1), 32. https://doi.org/10.3390/educsci7010032
Tian, M. & Risku, M. (2018). A distributed leadership perspective on the Finnish curriculum reform 2014. Journal of Curriculum Studies, DOI:10.1080/00220272.2018.1499806
Uljens, M. (1997a). School didactics and learning. Hove: Psychology Press.
Uljens, M. (2015). Curriculum work as educational leadership: Paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy, 1(1), 22–30. Retrieved from http://nordstep.net/index.php/nstep/article/view/27010.
Uljens, M. (2016). Non-Affirmative Curriculum Theory in a Cosmopolitan Era? Revista Tempos e Espaços em Educação (Time and Space in Education), 9(18), 121-132. http://www.seer.ufs.br/index.php/revtee/article/view/4970.
Uljens, M. & Ylimaki, R. (2017). Non-Affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership. In: M. Uljens & R. Ylimaki (Eds.), Bridging Educational Leadership, Curriculum Theory and Didaktik - Non-Affirmative Theory of Education (pp. 3-145). Cham: Springer. https://link.springer.com/book/10.1007%2F978-3-319-58650-2
Wahlström, N. & Sundberg, D. (2018). Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum. Journal of Education Policy, 33(1), 163-183. https://doi.org/10.1080/02680939.2017.1344879
Young, M. (2013). Overcoming the crisis in curriculum theory - A knowledge-based approach, Journal of Curriculum Studies, 45(2), 101-118.
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2018-11-15
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