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ERIC Number: EJ1142846
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
EISSN: N/A
Implications and Future Directions for a New Research Agenda Grounded on NonAffirmative Education Theory
Uljens, Michael; Ylimaki, Rose M.
Leadership and Policy in Schools, v16 n2 p389-396 2017
This non-affirmative, bridging research program sees education as deliberation-based activity. Non-affirmative education is critical regarding policies and cultural practices, yet being mindful that education preparing for life, work and agency in democratic societies must create spaces for growth that are not only socialization or transformation oriented, thus avoiding making education into an instrumental practice. German-Nordic education theory help us to see connections between Bildung, Deweyan pragmatism, and deliberative democracy and is used to continue toward comparative research on nation-state based education carried out between curriculum as a policy document and leadership practices at different levels as deliberative practices.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A