Investigación curricular comparativa crítica más allá de la política neoliberal globalizada

Transnational issues have challenged traditional ideas of citizenship and identity formation in democratic societies for the past 30 years. This includes cultural nationalism, populism, economic protectionism, social media identity construction, performative behavior, religious fundamentalism, mistrust in democratic political participation, and a decrease in respect for knowledge institutions and established media. The rise of new social media and the neoliberal market-state ideology have contributed to these trends. Non-Affirmative Education Theory (NAT) can address these challenges by providing a framework for analyzing educational aims, contents, methods, and governance, and can serve as a starting point for comparative curriculum research.Problemas transnacionales, como el nacionalismo cultural, el populismo, el proteccionismo económico, la construcción de la identidad en las redes sociales, el comportamiento performativo, el fundamentalismo religioso, la desconfianza en la participación política democrática y una disminución del respeto por las instituciones generadoras de conocimiento los medios de comunicación tradicionales, han puesto en tela de juicio las ideas tradicionales de ciudadanía y de formación de la identidad en las sociedades democráticas en los últimos 30 años. El auge de los nuevos medios de comunicación social y la ideología neoliberal dominante en los estados capitalistas han contribuido a estas tendencias. La Teoría de la Educación No Afirmativa (NAT) permite abordar estos retos ofreciendo un marco reflexivo desde el que analizar los objetivos, los contenidos, los métodos y la gobernanza de la educación, y puede servir como punto de partida para la investigación curricular comparada

Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education

This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives

Understanding Educational Leadership and Curriculum Reform

On a state level both curriculum policy work and educational leadership are increasingly challenged by new transnational phenomena in Europe, Asia, Africa and the Americas alike: expanding cultural neo-national-ism, more populist politics, economic protectionism, new forms of self-centered identity formation, reli-gious fundamentalism, mistrust in democratic political participation, and decreasing respect for knowledge institutions and established media. These developments have many roots but appear partly as consequences of neoliberally driven policy initiatives and globalization. Consequently, there is increasing mistrust as to whether curriculum, leadership, and evaluation initiatives driven by a global neoliberal policy may provide sustainable solutions for guiding reforms in the public sector, including education. Not surprisingly, also the existing curriculum and educational leadership theory are under scrutiny. This article provides openings pointing to a hermeneutic and systems-oriented, multilevel and professional approach for reorienting na-tional systems with respect to collaborative work on curriculum, leadership, and evaluation. Such a Bild-ung-centered view on human identity, growth, and citizenship is congruent with a non-affirmative educa-tion theory (NAT). It provides a conceptualization that is able to deal with curriculum and leadership gen-uinely based on an idea of education. Such a position grounds educational leadership, curriculum, and pol-icy work, as well as evaluation and school reform, in education theory. As a general education theory the non-affirmative position is able to bring together an analysis of educational aims, contents, and methods of schooling, teacher professionalism, and leadership. In addition, NAT frames an understanding of how cur-riculum work at different levels is initiated, implemented, and enacted. In bridging these perspectives, it is argued that critical and hermeneutic NAT provides a theoretically productive approach to present-day local, national, and global education problems. As a foundational frame of reference, NAT allows us to perceive curriculum discourses as different forms of mediating, hermeneutic invitations, and summoning to self-activity and self-formation (Bildung), within and for a democratic polity

Desafíos para una educación emancipadora

En el sistema educativo tenemos una relación contradictoria con el tiempo: la educación encarna la promesa del futuro, pero muchas veces los actores escolares añoramos el pasado. La idea de una época dorada de la educación sobrevuela las acciones y restringe la posibilidad de la innovación bajo la señera creencia de que todo tiempo pasado fue mejor. En mi tiempo no pasaba resulta otra de las frases más escuchadas en el ámbito educativo, en un sentimiento de nostalgia sobre los alumnos de antes? y la escuela del pasado. Este libro reúne distintos capítulos para pensar los desafíos del sistema educativo.Fil: Nuñez, Pedro Fernando. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Instituto de Investigaciones Sociales de América Latina. - Facultad Latinoamericana de Ciencias Sociales. Instituto de Investigaciones Sociales de América Latina; ArgentinaFil: Skliar, Carlos Bernardo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Instituto de Investigaciones Sociales de América Latina. - Facultad Latinoamericana de Ciencias Sociales. Instituto de Investigaciones Sociales de América Latina; ArgentinaFil: Morgade, Graciela Alejandra. Universidad de Buenos Aires. Facultad de Filosofía y Letras; ArgentinaFil: Dubet, Francoise. École des Hautes Études en Sciences Sociales; FranciaFil: Bogado, Gabriela. Provincia de Santa Fe; ArgentinaFil: Gerlero, Carina Andrea. Provincia de Santa Fe; ArgentinaFil: Gurvich, Diego Ezequiel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; ArgentinaFil: Litichever, Lucia. Facultad Latinoamericana de Ciencias Sociales; ArgentinaFil: Baggiolini, Luis Angel. Universidad Nacional de Rosario; ArgentinaFil: Uljens, Michael. No especifíca

Eine systematische Übersicht über die finnische Didaktik

Zu Beginn gibt der Autor eine kurze historische Einleitung zur Entstehung der Erziehungswissenschaft in Finnland, die im 19. Jahrhundert mit der Einrichtung einer ersten Professur für Erziehungswissenschaft an der Universität Helsinki beginnt. Es wird dann die "Forschung in der Didaktik" behandelt, die nach dem Zweiten Weltkrieg durch ihren empirischen Ansatz die Erziehungswissenschaft bestimmte. Im dritten Kapitel "Didaktik in der Lehrerbildung" werden grundlegende Prinzipien der finnischen Lehrerausbildung vorgestellt, die seit den 70er Jahren den Universitäten übertragen worden war. Nach der Vorstellung der unterschiedlichen Ansätze der "Didaktik in der Lehrplanarbeit" wird noch kurz auf mögliche Zukunftsentwicklungen eingegangen. (DIPF/We.

Understanding Educational Leadership and Curriculum Reform: Beyond Global Economism and Neo-Conservative Nationalism

On a state level both curriculum policy work and educational leadership are increasingly challenged by new transnational phenomena in Europe, Asia, Africa and the Americas alike: expanding cultural neo-national-ism, more populist politics, economic protectionism, new forms of self-centered identity formation, reli-gious fundamentalism, mistrust in democratic political participation, and decreasing respect for knowledge institutions and established media. These developments have many roots but appear partly as consequences of neoliberally driven policy initiatives and globalization. Consequently, there is increasing mistrust as to whether curriculum, leadership, and evaluation initiatives driven by a global neoliberal policy may provide sustainable solutions for guiding reforms in the public sector, including education. Not surprisingly, also the existing curriculum and educational leadership theory are under scrutiny. This article provides openings pointing to a hermeneutic and systems-oriented, multilevel and professional approach for reorienting na-tional systems with respect to collaborative work on curriculum, leadership, and evaluation. Such a Bild-ung-centered view on human identity, growth, and citizenship is congruent with a non-affirmative educa-tion theory (NAT). It provides a conceptualization that is able to deal with curriculum and leadership gen-uinely based on an idea of education. Such a position grounds educational leadership, curriculum, and pol-icy work, as well as evaluation and school reform, in education theory. As a general education theory the non-affirmative position is able to bring together an analysis of educational aims, contents, and methods of schooling, teacher professionalism, and leadership. In addition, NAT frames an understanding of how cur-riculum work at different levels is initiated, implemented, and enacted. In bridging these perspectives, it is argued that critical and hermeneutic NAT provides a theoretically productive approach to present-day local, national, and global education problems. As a foundational frame of reference, NAT allows us to perceive curriculum discourses as different forms of mediating, hermeneutic invitations, and summoning to self-activity and self-formation (Bildung), within and for a democratic polity