Michael Uljens

Michael Uljens
Åbo Akademi University · Faculty of Education

PhD Education

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83
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1,082
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Additional affiliations
August 2003 - November 2017
Åbo Akademi University
Position
  • Professor (Full)
August 2000 - September 2003
University of Helsinki
Position
  • Professor (Full)

Publications

Publications (83)
Article
Full-text available
Today, multilevel analytics on educational governance, management, and leadership are common in educational leadership research, drawing on a variety of approaches and academic disciplines. This article develops a threefold critique of the state of the art. First, this article argues that research on higher education leadership often represents an...
Article
Full-text available
The article argues, we need to interpret the academic discipline of education in relation to general cultural and societal developments, exemplifying this by the developmental history and contemporary tensions in education as a discipline in Finland. In international comparison, since its establishment 1852 as an autonomous discipline, education in...
Book
Det finns mycket som förenar lärares arbete, oavsett ämnesområde och nivå i utbildningssystemet. Principiella frågor om hur elever kan utmanas och stimuleras till utveckling och lärande, liksom övergripande frågor om skolans syfte och mål, är något som alla lärare reflekterar över. Lärare behöver därför ett gemensamt språk som möjliggör samtal och...
Article
Full-text available
This essay (in Swedish) discuss four recent PhD:s dealing with educational leadership and teachers professionalism interesting from a non-affirmative education theory perspective. In: Utbildning & Demokrati 2021, 3(30), 123-132. DOI: 10.48059/uod.v30i3.1587
Book
Full-text available
https://www.smakprov.se/smakprov/visa/9789144144078/partner/studentlitteratur/ Utbildningsledarskap förstås ofta i ljuset av allmän ledarskapsteori, organisationsteori, socialpsykologi och policyforskning. Den här boken betonar särarten i pedagogisk verksamhet och utforskar utbildningsledarskap, pedagogiskt ledarskap och skolutveckling med utgångs...
Preprint
Full-text available
As Brinkman and Friesen (2018) recognise, the reason phenomenological philosophy is pregnant with significant potentials for the educational field is that it addresses crucial issues that concern precisely the experiential and intersubjective dimensions of pedagogy. Still. there is reason to ask if life-world phenomenology contains a language of ed...
Chapter
Full-text available
Educational leadership research expanded internationally during the 1980s. Since 1990s the field developed under influence of an outcomes-based accountability discourse that followed from neo-liberal politics in increasingly knowledge driven economies emphasizing an instrumental role of education and a back-to-basics view of subject matter knowledg...
Article
Baggrunden for denne artikel er en voksende skepsis over for, om curriculum-, ledelses- og evalueringsinitiativer, som anspores af en global, neoliberal politik, kan levere bæredygtige løsninger til brug for reformer i den offentlige sektor, herunder også på det pædagogiske område. Af den grund vil vi naturligt nok også foretage en omhyggelig under...
Chapter
Full-text available
Livsvärldsfenomenologin är en fruktbar utgångspunkt för att beskriva praktiskt pedagogiskt handlande genom att den tar utgångspunkt i elevernas och lärarnas levda värld och erbjuder ett språk för att hantera denna. I svensk och nordisk forskning har ansatsen inspirerat till mycken empirisk pedagogisk forskning. Trots sin styrka är utgångspunkten i...
Chapter
Full-text available
Desafiado por las políticas empíricas y las prácticas de gobierno de estados nacionales en un mundo globalizado arriba mencionadas, el problema de investigación de este artículo es profundizar sobre el programa de investigación de la teoría de la educación no afirmativa crítica y hermenéutica (NAT) (por ejemplo, Uljens, 2015; Uljens y Ylimaki, 2017...
Presentation
Full-text available
From the perspective of philosophy of science, Michael Uljens here urges the field (and EARLI!) to rethink the conventional links between learning and instruction; a relation in need of careful re-examination due to historical influences. What he suggests in order to deal with reductionist tendencies in psychological educational research is the ret...
Chapter
This chapter elaborates on theory of Bildung and education in F.D.E. Schleiermacher’s (1786-1834) writings. The connections between hermeneutics, Bildung and education are highlighted. Hermeneutics underlies not only Schleiermacher’s theory of education, but also his theory of knowledge. In our view, such a hermeneutic point of departure makes Schl...
Article
Full-text available
On a state level both curriculum policy work and educational leadership are increasingly challenged by new transnational phenomena in Europe, Asia, Africa and the Americas alike: expanding cultural neo-nationalism, more populist politics, economic protectionism, new forms of self-centered identity formation, religious fundamentalism, mistrust in de...
Article
Full-text available
https://ojs.library.ubc.ca/index.php/tci/article/view/191061 This special issue aims at advancing curriculum research in a transnational perspective by the help of both a critical, Bildung centered, non-affirmative education theory and discursive institutionalism. Given that this research program is recently initiated, the intention is here to expl...
Article
Full-text available
This paper draws upon key national curriculum policy documents as evidence of reform in Finland and Australia to analyze whether and how they appear to provide the opportunity for a genuinely educational experience for students, oriented towards the good for all, or whether they reflect more restrictive, ‘predetermined’ influences and foci. Specifi...
Article
Full-text available
https://ojs.library.ubc.ca/index.php/tci/issue/view/182843 Contemporary curriculum reform, teaching and educational leadership are to an increasing degree challenged by similar transnational policy developments in Europe, Asia, Africa and the Americas. As a consequence, curriculum theorizing has been very much debated the past decade, but conceptu...
Chapter
This chapter reports (in Danish) features of a longterm (6 years), regional school development initiative in Finland. This multilevel and multiprofessional program was successful in terms of students' school performance. First, the results show the importance of leadership at the municipal level in school development. Second, the chapter demonstrat...
Article
Full-text available
Japanese Journal of Curriculum Studies 27(1), 77-87. For nation-states around the world curriculum-reform and related school-development is an increasingly challenging topic. Also the field of curriculum theory has been characterized being in a need of redefining its object and its conceptual tools due to recent societal developments. Inspired by...
Book
Full-text available
As part of a regional school developmental program in Åland, Finland, this case study evaluation analyses initiatives, activities and developments over a seven year period (2011-2017) for one major school in this region in Finland. The educational development culture as experienced by leaders, teachers and students, is analysed by a focus on engage...
Chapter
Full-text available
This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both soc...
Book
Full-text available
Free too download also here: https://link.springer.com/book/10.1007%2F978-3-319-58650-2 This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing liter...
Chapter
Full-text available
This chapter provides concluding reflections and next steps in a research program bridging curriculum theory/Didaktik and educational leadership studies. The bridging utilizes non-affirmative education theory as the theoretical ground. To begin, we present a retrospective discussion of the project. We then relate the approach to the contributions i...
Chapter
Full-text available
This chapter reconstructs the making and implementation of the new national curriculum in Finland (2012–2016). This research draws on non-affirmative theory of education and discursive institutionalism. The curriculum making process is perceived as a non-hierarchical educational leadership process where the National Board of Education (NBE) mediate...
Article
Recent neoliberal policies and societal trends point toward new and perennial tensions for nation-state education, including curriculum/Didaktik and leadership thereof. These challenges affect governance/leadership and curriculum with changes in aims and values together in ways that demand coherence, yet the traditionally disparate fields of educat...
Article
This non-affirmative, bridging research program sees education as deliberation-based activity. Non-affirmative education is critical regarding policies and cultural practices, yet being mindful that education preparing for life, work and agency in democratic societies must create spaces for growth that are not only socialization or transformation o...
Conference Paper
Full-text available
Today a majority of nations have developed simultaneously toward increasing internal plurality and increasing global homogenization of curriculum aims. These challenges call for, on the one hand, a cosmopolitan view and, on the other hand, educational thinking and curricula that respects cultural, ethical and epistemological variations. Papers in t...
Chapter
Full-text available
I det här kapitlet visar jag hur vi inom dagens moderna, europeiska och västerländska pedagogiktradition har teoretiserat pedagogikens relationer. Ur ett bildningsteoretiskt perspektiv handlar det om hur man förklarar människans relation till sig själv, andra och världen. Det pedagogiska handlandet kan i sin tur ses som problematiserande interventi...
Presentation
Full-text available
This is folder describing an ongoing school development initiative in Finland.
Presentation
Full-text available
This presentation describes an ongoing multi-level school development project in Finland. The project is theoretically based in non-affirmative education and leadership theory. The material is in swedish.
Book
Full-text available
This book is open access under a CC BY 4.0 license. 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 implicat...
Article
Background: The purpose of this article is to examine the contributions, gaps, and normativity problems in mainstream sociocultural theories, curriculum theory, and educational leadership studies, considering reflective education theories that provide a less normative alternative. Framework: Our framework introduces reflective education for social...
Chapter
Full-text available
In the year 2000, Finnish comprehensive education rose unexpectedly and unintendedly to the global agenda. The reason was top achievements in the PISA test. Finland moved from a peripheral position into the core of the global educational dialogue (Frontini, 2009, Uljens, 2009). This international awareness about the educational level in Finland wou...
Article
Full-text available
This article reports an empirical reconstruction of a successful ten-year multi-level and districtled school regional developmental turnaround process (2003-2012) in Finland. Successful development was identified using PISA data. The reconstruction is based on policy documents and interviews with principals, superintendents, and district leaders. R...
Article
Full-text available
Resumo National curriculum making and curriculum theory are challenged by globally growing political, economic and technological interdependencies, transnational homogenization and aggregation processes. In addition increasing pluralisms within nation states present new topics to be solved. These issues are not new from an education theory perspec...
Article
National curriculum making and curriculum theory are challenged by globally growing political, economic and technological interdependencies, transnational homogenization and aggregation processes. In addition increasing pluralisms within nation states present new topics to be solved. These issues are not new from an education theory perspective. A...
Chapter
Full-text available
As demonstrated by previous empirical research (Tigerstedt, 2014, in press), educational issues do not appear as a foreground topic in international higher education (HE) leadership discourse. In order to contribute to educational leadership research in this field, this article articulates a theoretical position and reports empirical findings on HE...
Article
Full-text available
This volume contains, among others, the following articles: 1. Uljens, M. & Ylimaki (2015). Theory of Educational Leadership, Didaktik and Curriculum Studies - A Non-Affirmative and Discursive Approach. In: M. Uljens (ed.), Educational leadership - theory, research and school development (pp. 103-128). Vasa: Åbo Akademi University, Report 38. 2. Ul...
Article
Full-text available
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 so...
Book
Full-text available
This report contains articles in english and swedish Abstract (swedish) Utbildningsinstitutioners ledarskap har genomgått förändringar i Finland under senare tid. Även om skolornas verksamhetsvillkor inte förändrats lika dramatiskt i Finland jämfört med andra länder, är det skäligt att pröva tesen om en ny tid för pedagogiskt ledarskap, en ny peda...
Article
Full-text available
The origins of the concept recognition (ge. Anerkennung) may partly be found in a modern, classical, theory of education, i.e. within a theoretical-philosophical context of the later enlightenment. It is often associated with Fichte’s and, in particular, Hegel’s philosophy. Although the concept has inspired many it has nevertheless long remaine...
Article
Full-text available
This 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,...
Article
Full-text available
In the following article we aim to sketch the classical notion of Bildung (liberal education) in contrast to Ausbildung (formal education, schooling). To begin, we will exemplify this tension with the help of some central thoughts in the Continental tradition where von Humboldt, Fichte and Schleiermacher describe how the university should be organi...
Book
Full-text available
Among the chapters: 8. Education and societal change in the global age, p 106 9. Democracy and normative education, p. 128 10. The hidden curriculum of PISA, p. 141 11. Critical School Didaktik Also including folloswing essays (in swedish and finnish): 1. Viljans bildning som kritisk pedagogik 7 2. Människans tre födelser - om pedagogik, etik och...
Article
This publication (”Education, philosophy and politics. Studies in theory of pedagogical activity”) consist of a collection of 10 articles and essays on education theory. They all deal with core issues of contemporary conversations emanating from an ongoing pluralisation withn nationstates and a simultaneous hmogenisation between nation states. The...
Chapter
Full-text available
This chapter deals with the ongoing neoliberally influenced educational policy process and how this process affect the (re)professionalisation of school leadership in the Nordic countries. The neoliberal process puts an increased focus on school leadership, accountability, quality assurance and evaluation. The chapter highlights how the ongoing rec...
Chapter
Full-text available
This chapter argues that the Finnish model of educational leadership must be seen as a function of larger tensions, and solutions to such tensions, developed throughout history. The educational policy of Finland as a welfare state builds on a tradition of positive mutual effects between educational equality, social justice and welfare, participator...
Chapter
Full-text available
Artikeln diskuterar det pedagogiska ledarskapet som en profilering av utbildning och forskning i allmän pedagogik vid Åbo Akademi. Särskilt analyseras de svårigheter som uppstår då allmänna pedagogiken som akademisk disciplin både måste leva upp till sitt ansvar för att utveckla grundläggande helhetsperspektiv på pedagogiken samtidigt som tiden stä...
Book
Full-text available
The international PISA-evaluations have had great impact on the public debate on schooling and education all around the world. Not least have the results placed Finland in the centre of the educational world-map which has led to an extensive interest for the Finnish educational and educational thinking. Sometimes the variations between the Finnish-...
Article
Full-text available
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-...
Chapter
Full-text available
The chapter considers the relations between education, economics and cultural identity or citizenship, as important in determining the relation between education and societal change. In analysing these relations, it is argued that the often neglected heritage in modern educational theory still offer us useful concepts. However, the tradition of Bil...
Article
Full-text available
The article highlights what is referred to by the concept of generaleducation (Allgemeine Pdagogik). 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 philosophyan...
Presentation
Inaugural lecture for Chair Professor in Education Chair established 1852 https://www.helsinki.fi/en/the-inauguration
Book
Full-text available
Denna bok är tänkt att ge pedagogik- och lärarstuderande en introduktion till pedagogiken som teoretisk och filosofisk disciplin samt visa vilka problem och frågeställningar den allmänna pedagogiken kan arbeta med. Författaren tar sin utgångspunkt i pedagogikämnets differentiering och övergår därefter till en analys av hur den allmänna pedagogiken...
Book
Full-text available
Syftet med denna bok är att visa vilken betydelse didaktisk teori har för lärares arbete. Några av de frågor som ställs är: Vad är egentligen en didaktisk teori? Ger sådana teorier råd om hur undervisning ska planeras, genomföras och utvecklas? Hur är didaktiska teorier förbundna med den enskilda lärarens didaktiska tänkande och handlande? Hur anvä...
Article
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The abstract for this article can be found in connection to the full article that can be downloaded.
Book
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In this study phenomenography as a research approach is analysed with respect to its phenomenological dimensions.
Book
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This is the second part of the report, pages 81-160 starting with chapter 6 "Phenomenography and phenomenology"
Book
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Book
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This volume is an introduction to phenomenography, authored in swedish.
Article
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1. Inledning Framgång analyseras sällan – brist på framgång desto oftare En norsk matematikdidaktiker, Anne Birgitte Fyhn från Trondheim, befann sig under våren 2005 på en forskningsvistelse vid Åbo Akademi i Vasa. I en artikel i den lokala dagstidningen gav hon uttryck för sin undran: varför debatterar ni inte PISA i Finland? Varför gläds ni inte...

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Projects (4)
Project
The aim of the interview series is to present and discuss prominent scholars' ideas of relevance for the community of this Special Interest Group: Educational Theory (SIG 25).
Project
Developing Higher Education 60 ECTS. Project Higher Education Learning Lab -HELLA.