From Reproduction to Transformation: recent radical perspectives on the curriculum from the USA

Arnot, Madeleine; Whitty, Geoff

doi:10.1080/0142569820030108

Cited by 27 publications

(7 citation statements)

References 23 publications

(14 reference statements)

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“…Since the 1970s, curriculum theorizing in North America has been focused around subjectivity Bildung and Currere in the Reconceptualist Movement (e.g. Pinar 1978Pinar , 2011Pinar , 2012Macdonald 1971) and critical education studies in a parallel movement on the New Sociology of Education (Apple and Weis 1986;Bowles and Gintis 1976;Giroux 1980;Arnot and Whitty 1982), and, most recently in a post-reconceptualist era, cultural studies (e.g. Dimitriatis 2009;Helfenbein 2010;Mason and Helfenbein 2012).…”

Section: Didaktik Curriculum and Educational Leadershipmentioning

confidence: 99%

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

Uljens

Ylimaki

2017

Educational Governance Research

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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 nationstate 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

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Section: Didaktik Curriculum and Educational Leadershipmentioning

confidence: 99%

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

Uljens

Ylimaki

2017

Educational Governance Research

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“…A commonplace view of schools is that they act as stand-alone institutions whose mandate is to pass along knowledge and thereby to equalize opportunities for all to enjoy society's goods. Some critics argue that schools do the exact opposite, that they legitimate and reproduce societal inequalities and stratification (Arnot & Whitty, 1982;Bowles & Gintis, 1976;Young, 1958).…”

Section: Talented and Gifted Education: A Complex Qhestionmentioning

confidence: 99%

A Biblical Ethics for Talented and Gifted Education

Badley

Dee

2010

Journal of Education and Christian Belief

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“…Keil's (1979) analysis of Tiv songs in Nigeria suggests that their musical structure in terms of angles and circles has a dialectical relationship with key aspects of both their social and spatial culture. Blacking's (1967) analysis of Venda children's songs from Southern Africa shows that it is impossible to understand the musical structure of the songs without having a thorough understanding of the position of the children within the structure of Venda society. Sociologists of education,-on the other hand, are likely to be more conversant with Willis' (1978) ethnography of hippie and motorbike subcultures, which also argues for such homologies, although the musicological side of the analysis (see pp.…”

Section: Notesmentioning

confidence: 99%

A Comparative Sociology of School Knowledge

Shepherd

Vulliamy

1983

British Journal of Sociology of Education

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Despite a recently renewed theoretical interest in both North America and inBritain in the sociology of school knowledge, we still have little, if any, comparative empirical material from these two continents. This paper reports the findings of a sociological study, designed to replicate the previous English empirical work by Vulliamy, into music teaching in Ontario high schools. Unlike in England, no overt culture clash was found in Ontario schools between 'school' music and 'students' ' music, both because of the wider scope of 'what counts as school music' in Canada and because music is not a compulsory school subject there. However, by focusing upon the deep structure of the pedagogical process, as opposed to surface features of classroom interaction, it is argued that particular ideologies of the dominant musical culture are transmitted in very similar ways in both contexts. What is shared is a conception of music as equatable with musical notation. The ideological significance of this is pinpointed in an analysis of the structurally homological relationship between different musical languages and the social/-cultural contexts of their creation. The processes of school music teaching not only contribute to the legitimation of a dominant musical ideology, but also to much more pervasive ideological assumptions underpinning capitalist societies.

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From Reproduction to Transformation: recent radical perspectives on the curriculum from the USA

Cited by 27 publications

References 23 publications

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

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

A Biblical Ethics for Talented and Gifted Education

A Comparative Sociology of School Knowledge

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