This special issue aims at advancing curriculum research in a transnational perspective by the help of both a critical, Bildung centered, non-affirmative education theory and discursive institutionalism. Given that this research program is recently initiated, the intention is here to explore in what ways these approaches might be fruitful for understanding of how different actors and practices, at different levels of the education system, within nation-states, with their different, historically developed education policies, mediate between the transnational, national, regional and local levels? We ask how non-affirmative theory of education be utilized as a frame of reference in understanding both curriculum reform work, teaching and educational leadership? Can discursive institutionalism operate as a complementary approach to education or curriculum theory, in understanding how educational policies, ideas and values relate to governance processes and educational practice at different levels?
Published: 2018-11-21