How the dominant discourse on which decisions and actions are based is created, or how the 'definition of reality' is constructed. Inspired by decision-making and communication theories (Thyssen 1997), a communication is seen as an effective communication only if it 'irritates' the other pole to such a degree that he chooses to relate, stop and reflect, and perhaps change. their reflection processes and practices.
Social Technologies: Governing by Numbers
This situation fits well with the concept of a mixture of meta-governance and self-governance. Operations, human resource management and educational practices are, to some extent, left to self-governance by practitioners in the workplace.
Education Is Also About Content
They must also be part of the school's educational community and help maintain and develop it. Inspiration for discussing community and membership can be drawn from Etienne Wenger's theory of how learning and identities are constructed in communities of practice (Wenger 1999).
Organisation or Organising
According to Weick et al. 2005), meaning-making is communication in words and actions that builds on the interactions that school leaders and teachers have experienced and been through when 'the course of action became incomprehensible' (2005, p. 409) and when external expectations seem strange and incomprehensible, so explanations and defenses are needed: What happened. At the heart of their concept of leadership is the idea that leadership lies not in the actions of leaders as such, but in the interactions between leaders and other actors.
Diverse Visions of Education
Democratic Bildung for Deliberation: The Core of Education and Schooling
Therefore, the ideal human being, the goal of education, was a cooperative, democratically minded citizen who was ready and able to be a qualified participant in the community and society. The debate on Democratic Bildung is still lively in the Nordic and Danish contexts. Self-reflection means that the self is able to focus its attention on something in the external world and at the same time on itself.
The theories mentioned in the previous section (Beane and Apple 1999; Bernstein 2000; Biesta 2003) suggest that it is essential to give students a voice and this is seen as an opportunity for discussion in schools. In community democracy, individuals are seen as partners in social communities, bound by a set of shared moral and social values. This means that, on the one hand, the person who produces the 'best argument' is the de facto leader of the situation.
Conclusion
We stated that teachers should concentrate on recognition, encouraging self-activity and the Bildsamkeit of students. In much the same way, school leaders should focus on recognizing teachers' professionalism and personality, on encouraging self-activity and on belief in teachers' ability and willingness to be autocratic, on meaning and reciprocal interactions.
No Child, No School, No State Left Behind: Schooling in the Age of Accountability. Managerialism and education policy in a global context: Foucault, neoliberalism and the doctrine of self-management. Non-affirmative theory of education as a basis for curricula, didactics and educational management.
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Lead Learner or Head Teacher? Exploring Connections Between Curriculum, Leadership
Introduction
Leadership for What?
Also the reassignment of the field of 'adult education' to that of 'lifelong learning' is an example of the emergence of the 'new language of learning' (Biesta 2006). My point here is not to criticize the idea of learning in itself (although there are further issues that require discussion; see for example Biesta 2013), but to highlight the inadequacy of the language of learning as an educational language. is a language of and for education and educators. The danger with the emergence of the language of learning in education is that these questions are no longer asked, or they are already accepted to be answered (for example on the proposal that the only relevant content is academic content, that the only relevant purpose is academic performance, and the only relevant relationship is that teachers train students so that they can generate the highest possible test scores for themselves, their school and their country).
If it is the case that all education always functions in relation to these three domains, then it is reasonable to ask teachers and others involved in designing and delivering education to take explicit responsibility for the potential impact of their work on each of these domains. of the three domains. The rise of the language of learning can, in my opinion, also be partly explained by the influence of the Anglo-American construct on educational research, policy and practice worldwide, especially by the influence of psychology (although I tend to think that mixed psycho-sociological approaches such as socio-cultural theory have also contributed much to the popularity of the learning perspective on education). Anglo-American discourse on the evaluation of the 'functioning' of education for the purpose of achieving learning outcomes and generating learning outcomes.
Education, Measurement and the Professions
In this section, I would like to share some of these insights to get a better sense of the problematic side of what is happening in the field of evaluation and measurement of educational outcomes. The democratization of the professions The traditional argument for professional autonomy, that is for the idea that professionals must regulate and control their own work, is based on three assumptions (see eg Freidson 1994). Part of the process is precisely to find out what it is that the customers actually need.
It reveals two important shifts in the rise of the technical-managerial approach to accountability. In the variable domain, research can at most give us information about possible relationships between actions and consequences. We can therefore say that the culture of measurement played and still plays a key role in the post-democratic transformation of professions.
In Conclusion
The importance of the educational aspect At this point I come to a similar conclusion to the one I came to in the previous section, because when we think about how educational leaders and managers capture this development, it becomes important again, on the one hand, to understand - analytically - what happened and why happened, and on the other hand - programmatically - to identify what resources might be needed to regain a sense of professional control in this development, rather than being constantly relegated to the position of servant or executor of other people's ideas - which is one of ways of thinking about how educational leaders and managers have positioned themselves in a culture of measurement. Perhaps briefly – as a discussion point – this analysis points again in the direction of asking whether those who play a key role in the planning and delivery of education have access to educational ways of understanding what education is (and I apologize for the repeated use of the word "education " in this sentence) or the only discursive resources they have are political resources and the language of learning and development. To see how much effort is required to make it clear that teaching is a normative profession—a profession crucially built on the exercise of educational judgments—and not a technique; against the influx of competence-based concepts of teaching and teacher education, which time and again forget to deal with the question of what all these competences are for, i.e. what they are supposed to bring, shows, even on anecdotal evidence, that the main stream of education - as practice and as research – has lost touch with the sources that have been central to (some) traditions of curriculum theory and wider educational scholarship.
Let us therefore tentatively and tentatively conclude that there may be reasons to turn educational leadership and management – both as a practice and as a field – “back” or toward curriculum theory, especially those forms of theory that are. informed by and built on educational forms of theory and theorizing. Disciplines and Theory in the Academic Study of Education: A Comparative Analysis of the Anglo-American and Continental Construction of the Field. The Formation of the Democratic Professional: On Professionalism, Normativity, and Democracy.] Work of Values: Journal of Humanistic Studies, 56 (May.
Against the Epistemicide. Itinerant Curriculum Theory and the Reiteration
We thus “denote the epistemological diversity of the world by Southern epistemologies” (Sousa Santos 2009, p. 12). Hountondji's approach is a vivid example of the inner challenges of researching Husserl without compromising Africa as the focus of research. Because we are aware of this linguistic imperialism as a crucial part of the genocide, ICT allows us to understand how, for example, with respect.
Darder (2012), in her excellent political economy exegesis of cultural theory and politics, brings language to the heart of the battle against eugenics. ICT consciously aligns with the need for a liberation epistemology that requires the liberation of epistemology itself. ICT is a poem that in an itinerant way throws the subject against the infinity of representation to capture the encompassing of the real(ity) and the rational(ity), thereby mastering the transcendent.
Shockingly, after counting the votes, officials announced that the majority of votes were blank. This clearly implies decolonization processes within the core of the critical and Marxist matrix.
Curriculum Theory and Didaktik in US and Europe
