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

Flour mixture of rice flour, corn and cassava starch in the production of gluten-free white bread

The use of rice flour corn and cassava starch was evaluated in several formulations aiming to find a flour mixture to replace wheat flour in the production of free-gluten white bread. Production parameters were evaluated through sensory analysis. The resulting breads were evaluated taking into account physical parameters (crumb appearance, specific volume and moisture) and sensorial parameters (flavor, appearance, crumb texture, crust color and satisfaction). Regarding flavor and moisture, breads prepared with the three different ingredients were not statistically different at 5% probability by the Tuckey test. However, they differed significantly regarding the specific volume, crumb texture, crust color, degree of satisfaction and external appearance. Rice flour bread presented the best parameters, being preferred by the sensory evaluation panel, followed by corn starch bread and cassava starch bread. Breads prepared with rice flour resulted in a softer product, presenting a better consistency with small alveoli homogeneously distributed. As far as crumb texture was concerned, corn starch bread presented larger alveoli, while cassava starch resulted in bread with expandable and gummy crumb, with granulation without alveoli, and undesirable sensorial characteristics. Production parameters were established based on these results and a mixture of flours, composed by 45% rice flour, 35% corn starch and 20% cassava starch presented good results originating bread with crumb formed by uniform and well distributed cells, and pleasant flavor and appearance.<br>Para desenvolver um sucedâneo para o pão de forma, isento de glúten, foram testadas as influências dos amidos de milho, de mandioca e da farinha de arroz, bem como das etapas de mistura, fermentação e assamento na qualidade do mesmo. Os parâmetros de fabricação foram determinados por meio de análises sensoriais durante a produção. As características sensoriais dos pães foram comparadas por meio de parâmetros físicos (aparência do miolo, volume específico e umidade) e com uma equipe de julgadores (sabor, aparência, textura do miolo, cor da casca e satisfação). Para os parâmetros sabor e umidade não houve diferença significativa a 5% de probabilidade pelo teste de Tuckey. Os pães produzidos com os 3 ingredientes diferiram significativamente quanto ao volume específico, à textura do miolo, à cor da casca, ao grau de satisfação e à aparência externa. Os pães de farinha de arroz apresentaram os melhores parâmetros, sendo preferidos pela equipe de provadores, seguidos pelos de amido de milho e por último de fécula de mandioca. Os pães elaborados com farinha de arroz resultaram em produto de maior maciez, melhor consistência com pequenos alvéolos homogeneamente distribuídos. Quanto ao aspecto da textura do miolo, os pães fabricados com amido de milho apresentaram alvéolos maiores. A fécula de mandioca resultou em pães com miolo extensível, gomoso e de granulação fechada sem alvéolos, com características sensoriais indesejáveis. Os parâmetros de produção foram estabelecidos a partir destes resultados e uma mistura de farinhas, composta por 45% de farinha de arroz, 35% de amido de milho e 20% de amido de mandioca apresentou um bom resultado, originando pães com miolo compostos por células de tamanho uniforme bem distribuídas e sabor e aparência agradáveis