Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nation-state based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical and epistemological variations in a globopolitan era. We hope an American-European-Asian comparative dialogue is enhanced by theorizing education with a non-affirmative approach

Eradication of Plasmodiophora brassicae during composting of wastes

Survival of infectious inoculum of the clubroot pathogen Plasmodiophora brassicae was assessed following bench-scale flask composting experiments and large-scale composting procedures. Clubroot-affected material was provided by artificial inoculation of Chinese cabbage or naturally infected Brussels sprout and cabbage roots. Both sets of diseased material were used in flask experiments, and the latter in large-scale windrow and aerated tunnel experiments. Municipal green wastes, onion waste and spent mushroom compost were evaluated in flask experiments with varying temperature, aeration and moisture conditions. Green wastes were used in larger-scale composts. Within the limits of a Chinese cabbage seedling bioassay, both temperature and moisture content were critical for eradication of P. brassicae spores extracted from composted clubroot-affected residues. Incubation in compost at 50 degrees C for 7 days or 1 day at 60 degrees C with high moisture levels (= -5 kPa matric potential or 60% w/w moisture content) eradicated inoculum from artificially inoculated Chinese cabbage roots. In large-scale windrows and aerated tunnels, the pathogen was eradicated from naturally infected brassica wastes after 6-7 days at 54-73 degrees C