School Leadership in Denmark: Between Two Historical and Contemporary Discourses

Autor/in	Moos, Lejf
Titel	School Leadership in Denmark: Between Two Historical and Contemporary Discourses
Quelle	(2021), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Leadership; Educational Theories; Governance; Democracy; Student Centered Learning; Educational Philosophy; Competition; Outcomes of Education; Economic Development; Foreign Countries; Educational History; Equal Education; Access to Education; Foundations of Education; Elementary Secondary Education; Denmark + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Educational theory; Theory of education; Bildungstheorie; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Demokratie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsphilosophie; Erziehungsphilosophie; Wettkampf; Lernleistung; Schulerfolg; Wirtschaftsentwicklung; Ausland; History of education; Bildungsgeschichte; Access; Zugang; Bildungszugang; Grundlagenausbildung; Dänemark
Abstract	Looking back at the history of society, culture and institutions in Denmark can produce snapshots of the foundation of education and educational leadership. In some respects, the history of culture, society and education goes back at least 200 years. Educational theories, institutional structures and leadership practices can be framed as a quest for democracy, participation and knowledge, often based on the ideals of child-centred education and a school for all. School leadership was only a minor concern during this period. Post-World War II analyses of society and education can be characterised as a struggle between two dominant discourses: a democratic "Bildung" discourse and a competitive outcomes discourse. The former discourse was dominant until the mid-1990s, but over the subsequent 20-year period, the competitive outcomes discourse began to take centre stage. Societal, political and economic developments were the driving force behind this shift. School leadership requirements also changed towards a more technocratic, outcome-based and economy-focused management practice. [For the complete volume, "The Cultural and Social Foundations of Educational Leadership: An International Comparison. Educational Governance Research. Volume 16," see ED615841.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01