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Jürgen Habermas vertritt die These, dass sich das Konsensprinzip des kommunikativen Handelns in den Meinungs- und Willensbildungsprozess der Politik übertragen lasse. In der vorliegenden grundlegenden Kritik zeigt die Autorin, dass diese These nicht haltbar ist. Anders als Habermas annimmt, findet kommunikatives Handeln keinen Eingang in die Prozeduralitat der Politik. Das politische Handeln wird vielmehr durch systemische Vorgaben bestimmt. Diese ergeben sich im Wesentlichen aus der Prozeduralitat des ökonomischen Systems sowie aus der über Macht bestimmten Prozeduralitat des politischen Systems selbst.
List of contents
CONTENTSAcknowledgmentsIntroductionWilliam F. Pinar
Section I
Five Essays of IntroductionChapter 1The Internationalization of Curriculum ResearchTero Autio
Chapter 2Race and Education in the Age of Digital CapitalismCameron McCarthy, Ergin Bulut, Rushika Patel
Chapter 3Wisdom Responses to GlobalizationDavid Geoffrey Smith
Chapter 4The Globalization of Curriculum Research: Lessons from EuropeDaniel Tröhler
Chapter 5A Nonviolent Perspective on Internationalizing Curriculum StudiesHongyu Wang
Section II
39 Essays on Curriculum Research in 34 CountriesChapter 6Curriculum Studies in Argentina: Documenting the Constitution of a FieldSilvina Feeney and Flavia Terigi
Chapter 7The Curriculum Field in Brazil since the 1990sAlice Casimiro Lopes and Elizabeth Macedo
Chapter 8Curriculum Tendencies in BrazilSilvia Elizabeth Miranda de Moraes
Chapter 9Curricular Landscapes, Neoliberal Densities: Curriculum Reform and Research in ChileClaudia Matus Cánovas
Chapter 10Curriculum Studies in China: Retrospect and ProspectZhang Hua and Zhenyu Gao
Chapter 11Curriculum Studies in ColombiaJuny Montoya-Vargas
Chapter 12Curriculum Studies in Cyprus: Intellectual History and Present CircumstancesNikoletta Christodoulou
Chapter 13Curriculum Development and Research in Ethiopia Woube Kassaye
Chapter 14Governing Autonomy: Subjectivity, Freedom, and Knowledge in Finnish Curriculum Discourse Antti Saari, Sauli Salmela, Jarkko Vilkkilä
Chapter 15Curriculum, Evaluation, and Control in GermanyWolfgang Böttcher
Chapter 16Competence-Oriented Curriculum Reform in the Federal Republic of GermanyCharlotte Röhner
Chapter 17In Search of a Diverse Curriculum: Toward the Making of a Postmodern Hong Kong in the 21st CenturyEdmond Hau-Fai Law
Chapter 18The Iranian Curriculum Field Recounted: Understanding the Multiplicity of DiscoursesMahmound Mehrmohammadi
Chapter 19 Curriculum Inquiry in the Republic of IrelandKevin Williams and Elaine McDonald
Chapter 20Curriculum Planning from the National to the Glocal: The Israeli CaseYehoshua Mathias and Naama Sabar
Chapter 21"Cities and Signs": Understanding Curriculum Studies in ItalyPaula M. Salvio
Chapter 22Educational Reform in Contemporary JapanTadahiko Abiko
Chapter 23Japanese Educational Reform for the Twenty-First Century: The Impact of New Course Studies towards the Post-Modern Era in Japan Shigeru Asanuma
Chapter 24Political Change and Development of Centralized Curriculum Policy in South KoreaYonghwan Lee
Chapter 25Curriculum Studies as Reconceptualization Discourse: A Tale of South KoreaYoung Chun Kim, Dong Sung Lee, and Jae Hong Joo
Chapter 26Tomorrow Never Dies A Socio-Historical Analysis of the Luxembourgish CurriculumThomas Lenz, Anne Rohstock and Catherina Schreiber
Chapter 27Curriculum Research in MexicoFrida Díaz Barriga
Chapter 28Curriculum Research in the NetherlandsWillem Wardekker, Monique Volman, and Jan Terwel
Chapter 29Curriculum Studies in NigeriaRosita Okekenwa Igwe
Chapter 30Curriculum Theory and Research in Norway: Traditions, Trends and TopicsKirsten Sivesind and Berit Karseth
Chapter 31Theoretical Approaches Underlying Primary Education Curricula in Peru Lileya Manrique, Diana Revilla and Pilar Lamas
Chapter 32Poland: Through Golden and Dark Ages of History and EducationAleksandra ¿uczak
Chapter 32Curriculum Research in Portugal: Emergence, Research, and EuropeanizationJosé Augusto Pacheco and Filipa Seabra
Chapter 34Curriculum: A Constant Concern in RomaniaRodica Mariana Niculescu
Chapter 35The History of Curriculum in Russia Vladimir Blinov
Chapter 36Curriculum in SingaporeViniti Vaish
Chapter 37Curriculum Reform and the Field of Curriculum in SpainCésar Coll and Elena Martín
Chapter 38Curriculum Research in South AfricaLesley LeGrange
Chapter 39From Rationalist Autonomy to Scientific Empiricism: A History of Curriculum in SwitzerlandRebekka Horlacher and Andrea De Vincenti
Chapter 40A Review of Curriculum Study in TaiwanHwang, Jenq-Jye, Chang, Chia-Yu, Chen, Derwen
Chapter 41Curriculum Research in Turkey: From the Ottoman Empire to the RepublicSümer Aktan
Chapter 42Curriculum Studies in Turkey since 2000Dilek Gözütok
Chapter 43Developing Curriculum History: A British PerspectiveIvor F. Goodson
Chapter 44Curriculum Research in the United States: Crisis, Reconceptualization, InternationalizationWilliam F. Pinar
Contributors
About the author
William F. Pinar is Canada Research Chair in the Faculty of Education at the University of British Columbia, Canada.
Summary
Defining the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally.
