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ERIC Number: EJ1142849
Record Type: Journal
Publication Date: 2017
Pages: 53
Abstractor: As Provided
ISSN: ISSN-1570-0763
Theorizing Educational Leadership Studies, Curriculum, and "Didaktik": Nonaffirmative Education Theory in Bridging Disparate Fields
Ylimaki, Rose M.; Uljens, Michael
Leadership and Policy in Schools, v16 n2 p175-227 2017
Recent neoliberal policies and societal trends point toward new and perennial tensions for nation-state education, including curriculum/Didaktik and leadership thereof. These challenges affect governance/leadership and curriculum with changes in aims and values together in ways that demand coherence, yet the traditionally disparate fields of educational leadership and curriculum/Didtakik have developed separately in terms of approaches to theory and theorizing that have informed empirical studies over time. This article draws upon an analysis of theory/theorizing in these fields, as well as modern education theory and its core concepts, and discursive institutionalism to frame this issue and a larger project.
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:
Publication Type: Journal Articles; Reports - Research
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