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

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POWER

Curriculum and Leadership in Transnational Reform Policy: A Discursive-Institutionalist Approachcourses and research. A transnational perspective on leadership confirms the applicability of reforms across geographical territories, relating to wider societal and cultural contexts. Following an institutional-discursive approach, we argue that the ways in which social and educational questions be

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https://doi.org/10.1007/978-3-8350-9524-3unity..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

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Schlussbetrachtung und Ausblick,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

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https://doi.org/10.1007/978-3-8350-9524-3 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

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