Bridging Educational Leadership, Curriculum Theory and Didaktik

Chapter 1 Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Chapter 2 Neo-liberal Governance Leads Education and Educational Leadership Astray

Chapter 3 Lead Learner or Head Teacher? Exploring Connections Between Curriculum, Leadership and Evaluation in an ‘Age of Measurement’

Chapter 4 Against the Epistemicide. Itinerant Curriculum Theory and the Reiteration of an Epistemology of Liberation

Chapter 5 The Didaktik/Curriculum Dialogue: What Did We Learn?

Chapter 6 School Leadership as Gap Management: Curriculum Traditions, Changing Evaluation Parameters, and School Leadership Pathways

Chapter 7 Curriculum Theory in Contestation? American Curriculum, European Didaktik, and Chinese Wisdom Traditions as Hybrid Platforms for Educational Leadership

Chapter 8 Forging the Needed Dialogue Between Educational Leadership and Curriculum Inquiry: Placing Social Justice, Democracy, and Multicultural Perspectives into Practice

Chapter 9 Curriculum and School Leadership – Adjusting School Leadership to Curriculum

Chapter 10 Teachers and Administrators as Lead Professionals for Democratic Ethics: From Course Design to Collaborative Journeys of Becoming

Chapter 11 Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space

Chapter 12 Rethinking Authority in Educational Leadership

Chapter 13 National Curriculum Development as Educational Leadership: A Discursive and Non-affirmative Approach

Chapter 14 Curriculum and Leadership in Transnational Reform Policy: A Discursive-Institutionalist Approach

Chapter 15 Curriculum Theory, Didaktik, and Educational Leadership: Reflections on the Foundations of the Research Program