1st Edition
Didaktik and Curriculum in Ongoing Dialogue
Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas.
Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for a comprehensive understanding of teaching and a renewed focus on content and knowledge.
Addressing theoretical issues within contemporary educational scholarship, the book will be of great interest to academics, researchers, and post-graduate students in the fields of curriculum studies, education theory, and comparative education.
The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/9781003099390, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Introduction: Didaktik and curriculum in ongoing dialogue
Ellen Krogh, Ane Qvortrup, and Stefan Ting Graf
Part I: Contemporary educational discussions within a Didaktik/curriculum frame
1 Bringing content back in: Rethinking teaching and teachers Zongyi Deng
2 From Didaktik to learning (sciences)
Tobias Werler
3 Content in American educational discourse: The missing link(s)
Norm Friesen
4 Outline of a taxonomy for general Bildung: Deep learning in the anglophone tradition of curriculum studies and the Didaktik of north west Europe
Stefan Ting Graf
5 Curriculum development as a complex policy process in Denmark and Germany: Two cases of competence-oriented curricula in social science education
Anders Stig Christensen
Part II: Directions of educational scholarship within the field of didactics
6 Towards laboratories for meta-reflective didactics: On dialogues between general and disciplinary didacticsEllen Krogh and Ane Qvortrup
7 Bildung as the central category of education? Didactics, subject didactics, and general subject didactics in Germany
Helmut Johannes Vollmer
8 ‘Didactiques’ is not (entirely) ‘Didaktik’: The origin and atmosphere of a recent academic field
Bernard Schneuwly
9 Non-affirmative school didactics and life-world phenomenology: Conceptualising missing links
Michael Uljens and Tina Kullenberg
Part III: How to construe the thematics of Didaktik and curriculum
10 The dialogue between Didaktik and curriculum studies within mainland China Bangping Ding and Xun Su
11 Teacher responsibility over intended, taught, and tested curriculum, and its association with students’ science performance in PISA 2015 across Didaktik and curriculum countries
Armend Tahirsylaj
12 Education as language and communication (L&C): A blindness in didactics and curriculum theory?
Sigmund Ongstad
Biography
Ellen Krogh is Emeritus Professor in Education Sciences in the Department for the Study of Culture, University of Southern Denmark. Her research areas include disciplinary didactics, L1 studies, comparative education, and writing in the disciplines.
Ane Qvortrup is Professor in Education Sciences in the Department for the Study of Culture, University of Southern Denmark. Her research areas include general didactics, curriculum studies, and student trajectories and transformations of learning environments.
Stefan Ting Graf is Docent in Didactics and Pedagogy in the Faculty of Education and Social Sciences at UCL University College, Denmark. His research areas include learning media and digitalisation, teaching and learning designs, curriculum studies, and theories of Bildung.
