After more than three decades of globally dominant neoliberal governance policies in education, there is growing unease about whether such policies provide a fruitful basis for addressing contemporary global social challenges through education. It remains unclear whether widely implemented educational policy orientations\u2014such as technocentrism in education, educational performativity, competence-based education, conservative educational factualism, and educational activism\u2014offer productive educational visions, methods, or conceptual tools for policymakers, teachers, and school leaders.<\/p>\n
Based on a Special Issue published by Hungarian Educational Research Journal<\/a> we offer a series of four open access on-line sessions discussing non-affirmative theory of education and Bildung during the spring term of 2026.<\/p>\n This seminar critically reflect on how the non-affirmative approach can offer new openings and a way forward given contemporary challenges.<\/p>\n The seminar will take place on Zoom and is open to all (see links below).<\/p>\n Each session is scheduled according to UTC+2 (Finland time). Click this link to see world clock.<\/a><\/p>\n The articles for the sessions can be found by clicking on the heading of each presentation.<\/p>\n Tuesday, February 17th, 12-2pm https:\/\/aboakademi.zoom.us\/j\/5331748025?omn=65581990704 (<\/a>Meeting ID: 533 174 8025)<\/p>\n Zsanett \u00c1gnes Bicsak: Introduction to the series.<\/a><\/p>\n Manal Hamarsha: Review of a recent volume on NAT.<\/a><\/p>\n Michael Uljens: NAT and the notion of ‘educative teaching’<\/a>.<\/p>\n Tuesday, March 10th, 12-2pm, https:\/\/aboakademi.zoom.us\/j\/5331748025?omn=61671674497 (<\/a>Meeting ID: 533 174 8025)<\/p>\n Khalil Gholami, \u00c5bo Akademi University, Finland<\/p>\n Tuesday, March 31st ,12\u20132 pm, https:\/\/aboakademi.zoom.us\/j\/5331748025?omn=64053305617 (<\/a>Meeting ID: 533 174 8025)<\/p>\n Anke Redecker, University of Bonn, Germany<\/p>\n Tuesday, April 21th, 12\u20132 pm, https:\/\/aboakademi.zoom.us\/j\/5331748025?omn=61180776357 (<\/a>Meeting ID: 533 174 8025)<\/p>\n Fangxin Liu, Bejing University, China<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" After more than three decades of globally dominant neoliberal governance policies in education, there is growing unease about whether such policies provide a fruitful basis for addressing contemporary global social challenges through education. It remains unclear whether widely implemented educational policy orientations\u2014such as technocentrism in education, educational performativity, competence-based education, conservative educational factualism, and educational … Continue reading The 2026 Sessions on Non-Affirmative Theory of Education and Bildung<\/span><\/a><\/p>\n","protected":false},"author":522,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-616","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs2.abo.fi\/nat-book\/wp-json\/wp\/v2\/pages\/616","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs2.abo.fi\/nat-book\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs2.abo.fi\/nat-book\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs2.abo.fi\/nat-book\/wp-json\/wp\/v2\/users\/522"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs2.abo.fi\/nat-book\/wp-json\/wp\/v2\/comments?post=616"}],"version-history":[{"count":21,"href":"https:\/\/blogs2.abo.fi\/nat-book\/wp-json\/wp\/v2\/pages\/616\/revisions"}],"predecessor-version":[{"id":639,"href":"https:\/\/blogs2.abo.fi\/nat-book\/wp-json\/wp\/v2\/pages\/616\/revisions\/639"}],"wp:attachment":[{"href":"https:\/\/blogs2.abo.fi\/nat-book\/wp-json\/wp\/v2\/media?parent=616"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Seminar 1: Educative Teaching for Bildung\u00a0\u00a0<\/strong><\/h6>\n
Seminar 2: Reinterpreting the pedagogy of care through non-affirmative theory<\/a>\u00a0<\/strong><\/h6>\n
Seminar 3: Non-affirmative theory of education and pedagogical challenges of\u00a0recognition<\/a> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/strong><\/h6>\n
Seminar 4: Educational Subject Philosophy in China and non-affirmative theory of education<\/a> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 <\/strong><\/h6>\n