Abstract
Contemporarycurriculum reform, teaching and educational leadership are to an increasingdegree challenged by similar transnational policy developments in Europe, Asia,Africa and the Americas. As a consequence, curriculum theorizing has been verymuch debated the past decade, but conceptual progress has been limited. The aimof this article is to contribute with a new opening to the field of curriculumresearch, primarily by analyzing the strengths and limitations of anon-affirmative theory of education. This position is argued to provide a moretheoretically coherent paradigm for a systematic treatment of the manydimensions involved, especially as it frames the German-Nordic paradigm ofDidaktik, and adds to it. Non-affirmative education also moves beyond a currereor Bildung oriented conceptualization, as well as more instrumental andideology-critical positions frequent in the English speaking cultures.
| Original language | Undefined/Unknown |
|---|---|
| Pages (from-to) | – |
| Journal | Transnational Curriculum Inquiry |
| Volume | 15 |
| Issue number | 2 |
| Publication status | Published - 2018 |
| MoE publication type | A1 Journal article-refereed |