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Michael Uljens

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University of California, Santa Barbara

Antioch University

University of British Columbia

Milwaukee Institute of Art and Design

Pompeu Fabra University

Jessica Ringrose

University College London

Göran Sundholm

Universiteit Leiden

Marmara University

Sheila Macrine, Ph.D.

University of Massachusetts, Dartmouth

Ricardo Maldonado

UNAM Universidad Nacional Autónoma de México

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Papers by Michael Uljens

Uljens Ylimaki Eds 2017 Bridging Educational Leadership Curriculum Theory and Didaktik

▶ This volume argues for the need of a common ground that bridges leadership studies, curriculum ... more ▶ This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of 'globopolitanism'. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.
▶ Provides a seminal theoretical framing for curriculum studies, Didaktik and education leadership
▶ Offers new ways to move the field of education away from the rational, technical and scientific approaches towards education for democracy
▶ Goes beyond the reconceptualist movement and empirically based approaches in the curriculum and leadership fields in grounding a new research program
▶ Creates a platform for a comparative dialogue between the western and non-western educational traditions

Paradoxical Tensions Between Bildung and Ausbildung in Academia

On the Facilitation of the Academy, 2015

No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form ... more No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

School Didactics and Learning

Curriculum work as educational leadership – paradoxes and theoretical foundations

Nordic Journal of Studies in Educational Policy, 2015

Democracy and normative education Invited comments to Nel Noddings plenary lecture "Education and Democracy in the 21st century"1

Phenomenography-a qualitative approach in educational? research

Om hur människan blir människa bland människor. Om pedagogik och intersubjektivitet

In this article I argue that the classical concepts from Fichte, Aufforderung and Anerkennung, an... more In this article I argue that the classical concepts from Fichte, Aufforderung and Anerkennung, and Herbart’s Bildsamkeit, are useful categories for discussing the relation between subjectivity and intersubjectivity in relation to pedagogy. In the article I defend the possibility to identify (at least) two basic forms of subjectivity: one that is spontaneous, pre-reflective and one that takes the form of a cultural I who expresses will, i e subjectivity as individuality. A difference between a physical, pre-reflective subjectivity and an intersubectivity, characterised by the use of language, cultural patterns for actions etc can also be made. The philosophical standpoint that I put forward emanates from the positions of Fichte and Hegel.

The hidden curriculum of PISA - the promotion of neo-liberal policy by educational assessment1

The aim of this paper is to contextualise the PISA-evaluation as an exponent of an ongoing shift ... more The aim of this paper is to contextualise the PISA-evaluation as an exponent of an ongoing shift in the educational policy of many countries participating in PISA. The shift is considered to reflect a neoliberal understanding of the relation between the state, market and education. The paper point out some of the mechanisms through which the PISA- evaluations operate in order to promote the neoliberal interests of OECD. This general logic was considered simple but intelligent. It was interpreted as aiming at the supporting a combination of intercultural communicative activities oriented towards learning from each other with a simultaneous or parallel competition oriented mentality - a logic of competing and competitive cooperation. As this has not been formulated as an explicit aim of the PISA program it may be interpreted as a part of the "hidden curriculum" of PISA.

The Idea of a Universal Theory of Education-an Impossible but Necessary Project?

Journal of the Philosophy of Education, 2002

On General Education as a Discipline

Studies in Philosophy and Education, 2001

The article highlights what is referred to by the concept of generaleducation (Allgemeine Pädagog... more The article highlights what is referred to by the concept of generaleducation (Allgemeine Pädagogik). It is seen as a foundational part ofeducation as a discipline dealing with Bildung and Erziehung philosophicallyand it has traditionally constituted the kernel of the discipline ofeducation. Today it seems as if the interest towards the philosophyand theory of education (i.e. general education) is increasing.

Towards a discursive and non-affirmative framework for curriculum studies, Didaktik and educational leadership

Nordic Journal of Studies in Educational Policy, 2015

This article presents a general theoretical framework for curriculum studies, Didaktik and educat... more This article presents a general theoretical framework for curriculum studies, Didaktik and educational leadership that builds upon strengths and limitations of these traditions, respectively, in Europe and the United States. Methodologically, a meta-theoretical level is used with two guiding core questions: (1) the relation between education and society and (2) the nature of educational influence on the interactive level. On the first question, a nonhierarchical position is defended as it offers a foundation for discursive institutionalism valuable for understanding school work. The second question is handled by three classic education concepts Á recognition, summoning to self-activity and Bildsamkeit, as these support a non-affirmative view of educational influence for democratic education. We conclude that this theoretical framework allows us to more coherently conceptualise curriculum work, educational leadership and teaching.

Educational Leadership in Finland or Building a Nation with Bildung

Transnational Influences on Values and Practices in Nordic Educational Leadership, 2013

Hardcover ▶ 99,99 € | £90.00 | $129.00 ▶ *106,99 € (D) | 109,99 € (A) | CHF 133.50 eBook For indi... more

On the History and Future of Finnish Didactics

Scandinavian Journal of Educational Research, 1997

Research Mapping of input, process, and learning in primary and lower secondary schools: Teachinal Report

by Michael Uljens and P. Laursen

The Danish Clearinghouse for Educational Research is a unit at the School of Education, Aarhus Un... more

The Professionalisation of Nordic School Leadership

by Michael Uljens, Jorunn Møller, and Helene Ärlestig

Transnational Influences on Values and Practices in Nordic Educational Leadership, 2013

Books by Michael Uljens

Curriculum work as educational leadership - paradoxes and theoretical foundations

article outlines the foundations of a critical but non-affirmative educational leadership theory... more article outlines the foundations of a critical but non-affirmative educational leadership theory. The adopted approach draws on a recognition-based tradition of education and Bildung. It is argued that every theory of educational leadership must deal with two fundamental questions as well as with their internal relations. These questions are, first, how institutional education is related to politics, economy and culture in a democratic society and, second, how leadership as a professional, moral practice is explained in terms of power and influence, that is, as an ethical and epistemological relation between individuals. On the first issue, this non-affirmative educational leadership theory accepts a non-hierarchical view of the relation between societal forms of practice, thus holding to a Western democratic tradition of citizenship and social transformation. Concerning the second problem, a non-affirmative position is adopted, according to which pure intersubjective or subject-centred (egological) approaches to explaining human intentional and cultural action and consciousness are considered insufficient. Rather, a specific version of relationism is advocated. In this theory, the classical pedagogical paradox takes a new form: educational leadership now means paradoxically to recognise the Other as if he or she was already capable of what he or she might become capable of through own activity – and to act accordingly.
Keywords: educational leadership theory; curriculum theor

Uljens Ylimaki Eds 2017 Bridging Educational Leadership Curriculum Theory and Didaktik

▶ This volume argues for the need of a common ground that bridges leadership studies, curriculum ... more ▶ This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of 'globopolitanism'. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.
▶ Provides a seminal theoretical framing for curriculum studies, Didaktik and education leadership
▶ Offers new ways to move the field of education away from the rational, technical and scientific approaches towards education for democracy
▶ Goes beyond the reconceptualist movement and empirically based approaches in the curriculum and leadership fields in grounding a new research program
▶ Creates a platform for a comparative dialogue between the western and non-western educational traditions

Paradoxical Tensions Between Bildung and Ausbildung in Academia

On the Facilitation of the Academy, 2015

No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form ... more No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

School Didactics and Learning

Curriculum work as educational leadership – paradoxes and theoretical foundations

Nordic Journal of Studies in Educational Policy, 2015

Democracy and normative education Invited comments to Nel Noddings plenary lecture "Education and Democracy in the 21st century"1

Phenomenography-a qualitative approach in educational? research

Om hur människan blir människa bland människor. Om pedagogik och intersubjektivitet

In this article I argue that the classical concepts from Fichte, Aufforderung and Anerkennung, an... more In this article I argue that the classical concepts from Fichte, Aufforderung and Anerkennung, and Herbart’s Bildsamkeit, are useful categories for discussing the relation between subjectivity and intersubjectivity in relation to pedagogy. In the article I defend the possibility to identify (at least) two basic forms of subjectivity: one that is spontaneous, pre-reflective and one that takes the form of a cultural I who expresses will, i e subjectivity as individuality. A difference between a physical, pre-reflective subjectivity and an intersubectivity, characterised by the use of language, cultural patterns for actions etc can also be made. The philosophical standpoint that I put forward emanates from the positions of Fichte and Hegel.

The hidden curriculum of PISA - the promotion of neo-liberal policy by educational assessment1

The aim of this paper is to contextualise the PISA-evaluation as an exponent of an ongoing shift ... more The aim of this paper is to contextualise the PISA-evaluation as an exponent of an ongoing shift in the educational policy of many countries participating in PISA. The shift is considered to reflect a neoliberal understanding of the relation between the state, market and education. The paper point out some of the mechanisms through which the PISA- evaluations operate in order to promote the neoliberal interests of OECD. This general logic was considered simple but intelligent. It was interpreted as aiming at the supporting a combination of intercultural communicative activities oriented towards learning from each other with a simultaneous or parallel competition oriented mentality - a logic of competing and competitive cooperation. As this has not been formulated as an explicit aim of the PISA program it may be interpreted as a part of the "hidden curriculum" of PISA.

The Idea of a Universal Theory of Education-an Impossible but Necessary Project?

Journal of the Philosophy of Education, 2002

On General Education as a Discipline

Studies in Philosophy and Education, 2001

The article highlights what is referred to by the concept of generaleducation (Allgemeine Pädagog... more The article highlights what is referred to by the concept of generaleducation (Allgemeine Pädagogik). It is seen as a foundational part ofeducation as a discipline dealing with Bildung and Erziehung philosophicallyand it has traditionally constituted the kernel of the discipline ofeducation. Today it seems as if the interest towards the philosophyand theory of education (i.e. general education) is increasing.

Towards a discursive and non-affirmative framework for curriculum studies, Didaktik and educational leadership

Nordic Journal of Studies in Educational Policy, 2015

This article presents a general theoretical framework for curriculum studies, Didaktik and educat... more This article presents a general theoretical framework for curriculum studies, Didaktik and educational leadership that builds upon strengths and limitations of these traditions, respectively, in Europe and the United States. Methodologically, a meta-theoretical level is used with two guiding core questions: (1) the relation between education and society and (2) the nature of educational influence on the interactive level. On the first question, a nonhierarchical position is defended as it offers a foundation for discursive institutionalism valuable for understanding school work. The second question is handled by three classic education concepts Á recognition, summoning to self-activity and Bildsamkeit, as these support a non-affirmative view of educational influence for democratic education. We conclude that this theoretical framework allows us to more coherently conceptualise curriculum work, educational leadership and teaching.

Educational Leadership in Finland or Building a Nation with Bildung

Transnational Influences on Values and Practices in Nordic Educational Leadership, 2013

Hardcover ▶ 99,99 € | £90.00 | $129.00 ▶ *106,99 € (D) | 109,99 € (A) | CHF 133.50 eBook For indi... more

On the History and Future of Finnish Didactics

Scandinavian Journal of Educational Research, 1997

Research Mapping of input, process, and learning in primary and lower secondary schools: Teachinal Report

by Michael Uljens and P. Laursen

The Danish Clearinghouse for Educational Research is a unit at the School of Education, Aarhus Un... more

The Professionalisation of Nordic School Leadership

by Michael Uljens, Jorunn Møller, and Helene Ärlestig

Transnational Influences on Values and Practices in Nordic Educational Leadership, 2013

Curriculum work as educational leadership - paradoxes and theoretical foundations

article outlines the foundations of a critical but non-affirmative educational leadership theory... more article outlines the foundations of a critical but non-affirmative educational leadership theory. The adopted approach draws on a recognition-based tradition of education and Bildung. It is argued that every theory of educational leadership must deal with two fundamental questions as well as with their internal relations. These questions are, first, how institutional education is related to politics, economy and culture in a democratic society and, second, how leadership as a professional, moral practice is explained in terms of power and influence, that is, as an ethical and epistemological relation between individuals. On the first issue, this non-affirmative educational leadership theory accepts a non-hierarchical view of the relation between societal forms of practice, thus holding to a Western democratic tradition of citizenship and social transformation. Concerning the second problem, a non-affirmative position is adopted, according to which pure intersubjective or subject-centred (egological) approaches to explaining human intentional and cultural action and consciousness are considered insufficient. Rather, a specific version of relationism is advocated. In this theory, the classical pedagogical paradox takes a new form: educational leadership now means paradoxically to recognise the Other as if he or she was already capable of what he or she might become capable of through own activity – and to act accordingly.
Keywords: educational leadership theory; curriculum theor