How do innovative students fit into evidence-based education? 1-11

Publikation: Konferencebidrag uden forlag/tidsskriftPaper uden forlag/tidsskriftForskningpeer review

Abstrakt

This paper discuss what the pedagogical pedagogical contradictions paradoxes introduced by might be in the meeting between a ‘global innovation discourse’ and the development of a ‘evidence discourse’ within educational policy that frames the understanding of “innovative students” in the Nordic countries. Two dominating and contradictory global educational discourses have made a growing impact on the politics of education (In this case, in Denmark, Norway, Sweden). The innovation discourse, which stresses the importance of generating ideas ide-creation, creativity, innovation and, in general, the ability to make or bring something new into existence– in the form of a new solution to a problem, that uses new artistic objects or forms, and/or new methods and devices. This discourse influences education’s political agenda, which aims at creating an entrepreneurial mindset and/or stressing the importance of creativity
OriginalsprogEngelsk
Publikationsdato2014
Antal sider11
StatusUdgivet - 2014
BegivenhedThe Joint Australian Australian Association for Research in Education and New Zealand Association for Research in Education Conference - Brisbane, Australien
Varighed: 30 nov. 20144 dec. 2014

Konference

KonferenceThe Joint Australian Australian Association for Research in Education and New Zealand Association for Research in Education Conference
Land/OmrådeAustralien
ByBrisbane
Periode30/11/201404/12/2014

Emneord

  • innovation
  • Didaktik and curriculum

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