Implications and Future Directions for A New Research Agenda Grounded on NonAffirmative Education Theory

Michael Uljens, Rose M Ylimaki

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)389-396
Number of pages8
JournalLeadership and Policy in Schools
Volume16
Issue number2
DOIs
StatePublished - Apr 3 2017
Externally publishedYes

Fingerprint

education
deliberative democracy
comparative research
pragmatism
deliberation
socialization
nation state
Education
Research agenda
Future directions
leadership
curriculum
society
Nordic
Cultural practices
Research program
Nation-state
Socialization
Comparative research
Deliberation

ASJC Scopus subject areas

  • Education
  • Strategy and Management

Cite this

Implications and Future Directions for A New Research Agenda Grounded on NonAffirmative Education Theory. / Uljens, Michael; Ylimaki, Rose M.

In: Leadership and Policy in Schools, Vol. 16, No. 2, 03.04.2017, p. 389-396.

Research output: Contribution to journalArticle

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